A questionnaire was completed by 84 administrators of special education programs for educable mentally retarded (EMR) students in the State of Orgeon to determine kinds of administrative problems and possible alternative courses of action involved in integrating EMR students into regular classrooms. Results indicated the major problems perceived by the administrators were changing attitudes toward EMR students, individualizing instruction, effective use of materials, and additional staff and consultants. Resource rooms or learning centers were the most frequently named alternatives along with a need for extensive inservice workshops to train teachers for the necessary changes.
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