S ummary . Thirty‐six Down's Syndrome children, half of whom attended mainstream primary or nursery schools and half schools for children with moderate learning difficulties, were assessed over a two‐year period. Baseline and six‐monthly measurements were taken of their progress in expressive language, comprehension, numeracy, verbal fluency, drawing ability and reading. Mental age was estimated at baseline and at the end of the two years. The mainstream children made significantly greater progress in numeracy, comprehension and mental age and compared favourably on all other measures. The results are discussed in terms of their implications for integrated education.
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Casey et al. (1988) studied this question.