The Effects of Integration and Social Class on the Acceptance of Retarded Adolescents

Two questions that relate to the social acceptance of educable mentally retarded adolescents in an integrated junior high school were investigated. The questions were: (a) Does the length of time that a retarded adolescent is integrated affect his acceptance? (b) Will social class influence their acceptance? Several conclusions were drawn based on these results: (a) The length of time a retarded student is integrated does not apparently influence his acceptance, and (b) social class appears to be related to social acceptance.