Comparisons of Performance on Academic Probes by Students with Mild Retardation,Learning Disabilities and Behavior Disorders

The assumptions of cross-categorical special education have rarely been subjected to empirical review. Therefore, the purpose of this investigation was to evaluate academic functioning, as measured by spelling and arithmetic performances, of students identified as mildly retarded, learning disabled, and behavior disordered. Significant differences between students with mild retardation and one or both of the latter two groups of students were found in five of the six academic measures that were used. Implications for cross-categorical programming are discussed within the context of overall curricular needs of students with mild handicaps.