title: Varying preschool arrangements and self-concepts of educable mentally retarded children in grade 1.
abstract: Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.
authors.affiliation: Department of Counseling, Stephen F. Austin State University, Nacogdoches, Texas 75962.
authors.forename: J M
authors.initials: JM
authors.lastname: Blackbourn
mesh_terms: D002648:Child; D004495:Education of Persons with Intellectual Disabilities; D006801:Humans; D008282:Mainstreaming, Education; D011581:Psychological Tests; D012649:Self Concept