Abstract
Researchers selected two groups of Mild and Moderate mentally retarded student, one control and one experimental with IQ/D.Q level between 35-75 both of whom were studying in special school. The Experimental group was integrated in normal school and they were taught their special syllabus with normal teacher in normal classroom with the help of a special educator. The experimental group was assessed by the researchers fortnightly for sixteen weeks, and the students gained much according to Functional Academic scale in the area of reading, numbers and some in writing. They learned self help skill and basic and social education and their DQ level increased. The control group was assessed in the same way but showed no change in sixteen weeks. The process of integration for special school students will help especially those students who are borderline mentally retarded and they show no difference between normal and special student.
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