Social Integration of Children with Mild Mental Retardation in the Primary School

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Pupils with mild mental retardation can have difficulties in building relationships with peers in integrative education. The results of researches are very mixed. Gottlieb (1974) on the social status of mildly mentally disabled students present a very different picture. Rapier (1974) showed that the deaf students had the same social status as the other students in the integrated classroom and higher than that of moderately mentally retarded students. Frostad, Pijl (2007) suggests that 20% to 25% of the pupils with special needs are not socially included in their peer group. Compared to peers without special needs (about 8% not included).
This lecture describes the children with mild mental retardation's social, emotional and performance motivated position in integrative classrooms. In this examination there were 400 pupils from the 4th, 5th and 6th grades participated in the data collection. The methods were questionnaires for teachers, for special teachers and for the children. I would like to show the results of this examination.

Stream: Special Education, Learning Difficulties, Disability

Paper: , Social Integration of Children with Mild Mental Retardation in the Primary School

I am Ágota Szekeres from Hungary, from Budapest. I work at the Department of Learning Disabilities and Intellectual Disabilities at the Bárczi Gusztáv Faculty of Special Education of Eötvös Loránd University. I am an assistant professor and at present acting deputy head of the department. I teach undergraduate and postgraduate students in the areas of integrative education of children with learning disabilities. My educated subjects: Slow Learners in School, Improvement of Learning Techniques, Video-training with Parents, Introduction to Education of Children with Learning Disabilities and Pedagogical Communication.