This study investigated whether significant differences existed in scores of blind, deaf, and non-handicapped high school students using a low reading-level form of the Rational Behavior Inventory. Subjects were 160 non-handicapped students, 27 deaf students, and 41 blind students. An analysis of variance yielded no significant difference among scores of the three groups on test forms viewed as most comprehensible to each group. A significant difference was found between students in regular academic classes and those in classes for slower learners.
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