Date of Conferral

1972

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James B. Stroud, Ph. D.

Abstract

The purpose of this research project was to study the socio-economics of a controlled group of educable retardates who had completed their formal education.

In 1965 the researcher investigated the mentally retarded students enrolled in the davenport, Iowa, Taylor and Marquette Schools and compared them to their parents and siblings. The pupil’s studies comprised three groups: (1_ a trainable group represented by pupils from 25 families; (2) a group of educable mentally handicapped students with known organic involvement represented by pupils from 165 families; and (3) a group of educable mentally handicapped pupils with no known organic involvement sufficient to account for retarded condition – commonly referred to as “familial retardation”.

The results of the study supported the views that the background of the trainable and the educable children showing organic involvement was typical of that found in the general population of the United States and that the background of the familial, educable mentally retarded tended to correspond to that of lower class, underprivileged families. The data pertaining to socio-economic stats and the educational histories of the siblings supported these conclusions.

For purposes of classification, the group studied in this project falls into the range Christine Ingram describes as “educationally mentally retarded” or “educationally mentally handicapped”. This researcher prefers the current term, “educationally mentally handicapped”, and refers to them as “EMH”. Their IQ range measured approximately 50-75, the lower 2 percent of the national school population in learning ability. The IQ score alone is insufficient for classification, however, suggesting that improvement can take place, accounted for by other factors.

Many moderately retarded have few handicaps in addition to their mental deficiency. However, they are capable of expressing themselves adequately through language. Many, in fact, are capable of self-care and some of them are even capable of third grade level reading and mathematics skills. Hence, they find productive employment after completing their formal education. The EMH group selected for this project, Group 3 described on page 1 of this abstract, is within the range as defined above.

The present study (1971-1972) investigated by longitudinal method the group numbered 3, the familial EMH. As the title indicates, the present study concentrated on the outcomes in the social and vocational areas for this group.

The method used was questionnaire with door-to-door follow up to reach as many of the group as possible. The questionnaire was sent to 327 EMH within the age range of 16 to 24. A 30.5 percent feedback was received from 94 respondents.