Special Education ETDs

Publication Date

11-3-1971

Abstract

Statement of the Problem

This study investigated and evaluated the social and occupational adjustment status of individuals previously labeled as educable mentally retarded (EMR) who had graduated during the past decade from the Albuquerque Public Schools' (APS) Special Education program. The study also attempted to determine if this population was still functioning at a subaverage intellectual level previously determined by an individual test of intelligence which was the primary basis for their placement in an EMR class.

Procedures

A population of 71 subjects once classified as EMRs who had attended the APS Special Education classes in the past decade, and were currently residing in the metropolitan area of Albuquerque, New Mexico, were selected and personally interviewed. The following information was elicited from the subjects:

1. The employment status of APS Special Education EMR graduates.

2. The marital status of APS Special Education EMR graduates.

3. The past and present socio-economic status of APS Special Education EMR graduates.

4. The civic status of APS Special Education EMR graduates.

5. The past and present education l status of APS Special Education EMR graduates.

Findings

1. Only 112 subjects out of a possible 313 were found to have completed the secondary level EMR program. Two hundred and one others for various reasons did not complete the program.

2. Sixty-three percent of EMR subjects who had completed the program were located and interviewed.

3. Mexican-Americans constituted 81.7% of the group under study. Anglos comprised 14.1% while Blacks 4.2% of this group.

4. There was little discrepancy between Verbal IQ (69.1) and Performance IQ (74.1).

5. Seventy-six per cent of the subjects felt they did not receive training or skills in school that prepared them for a job. Only 9.8 per cent had received additional training since leaving school.

6. Data revealed 91.0% of the male subjects were presently employed, while only 61.9% of the females were employed.

7. Subjects' present occupations appeared to follow those of their parents with the majority falling into the unskilled and service classifications (63.6%).

8. Data concerning marital status revealed 21.9% of the males and only 16.7% of the females had ever married. Divorce and separations were found to be minimal.

9. Of the 38 subjects of voting age, only five had ever registered to vote and only one subject had voted in the last election.

10. Data on conformity to law by male subjects showed 34 per cent of all male subjects had been arrested for drunkenness.

Recommendations

1. Further study and investigation into the unemployment problems of female subjects, particularly an evaluation of the job opportunities available in the community should be conducted.

2. The need exists for a follow-up study on the same population, five years from now, to determine what effect time has on social adjustment.

3. Further research needs to be conducted comparing the post-school adjustment of the same population with a group from a similar socio-economic level, with similar IQ scores but who have never been placed in classes for the EMR.

4. Those who have been placed in special education classes, but for some reason have dropped out or failed to complete necessary work for a diploma should be included in a follow-up study.

5. The special education curriculum should place greater emphasis on female student problems.

6. Greater emphasis should be placed in exploring vocational interests, in an attempt to train and prepare students in their field of choice whenever possible.

7. There exists a need for an evaluation of the assessment of minority groups that should include additional non-verbal tests, and deemphasis on Verbal IQ scores in assuring proper placement.

8. An improvement in parent education and counseling directed toward understanding the capabilities of their individual children, and programs of special education should be stressed as part of the school program.

Document Type

Dissertation

Language

English

Degree Name

Special Education

Level of Degree

Doctoral

Department Name

Special Education

First Committee Member (Chair)

Louis Alexander Bransford

Second Committee Member

William Cowin Money

Third Committee Member

Benjamin Leigh Brooks

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