Comparisons of Performance on Academic Probes by Students with Mild Retardation, Learning Disabilities and Behavior Disorders

Michael H. Epstein

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The assumptions of cross-categorical special education have rarely been subjected to empirical review. Therefore, the purpose of this investigation was to evaluate academic functioning, as measured by spelling and arithmetic performances, of students identified as mildly retarded, learning disabled, and behavior disordered. Significant differences between students with mild retardation and one or both of the latter two groups of students were found in five of the six academic measures that were used. Implications for cross-categorical programming are discussed within the context of overall curricular needs of students with mild handicaps.

Original languageEnglish (US)
Pages (from-to)121-134
Number of pages14
JournalSpecial Services in the Schools
Volume6
Issue number1-2
DOIs
Publication statusPublished - Jan 1 1991

    Fingerprint

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Applied Psychology
  • Developmental and Educational Psychology
  • Education

Cite this