| Abstract: | Although the Medina, New York, Prevocational Program for “slow learners” had been in operation for 11 years there was no adequate proof that the Prevocational section varied significantly, on the basis of mean intelligence, from either the Special Education or academic section of the school system. Intelligence quotient scores were gathered and mean intelligence, standard deviation, and confidence interval were established for each of the sections. Null hypotheses were then used to test for significant differences between the central tendencies. This established that Prevocational, Special Education, and the academic section were discrete groups.Educational facilities drawing their enrollment from a representative section of the general population will, under Medina criteria, have approximately 17-20 percent “slow learners” in their school population. If the needs of these borderline students are to be fulfilled it is the responsibility of the schools to design curricula tailored to a group falling midway in a progression between Special Education and academic classes. |
