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Characteristics of the Educable
Mainstreaming v Special Classes 35 V
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academic skills activities adult arithmetic aware basis become behavior Binet Center children.13 cial classmates cluding competence concept of mainstreaming culturally curriculum develop diagnosis educable mentally retarded emotional encourage environment Evaluation exceptional children function goals handicapped children her/his increase indi indicate individualized instruction individualized tests intellectual intelligence tests Karen Boote learner Mainstreaming THE EDUCABLE materials mental age mentally retarded child mentally retarded children mentally retarded student methods motor skills needs nonretarded child nonretarded children nonretarded students normal children open classroom percent physical placement possible preprimary level primary program problems psychological public school classes reading regular class regular classroom teacher regular public school regular school require the student resource teacher responses retarded and nonretarded says school district school systems she/he social special classes special education classes Stanford-Binet Stanford-Binet test stimulated studies success supportive services taught teaching telligence tional tions velop vidual Wechsler tests