Verbal interaction patterns in regular and special classrooms

Verbal interaction patterns in regular and special classrooms VERBAL INTERACTION PATTERNS I N REGULAR AND SPECIAL CLASSROOMSi MARVIN J. FINE, CHARLES A. ALLEN, AND ARNOLD M. MEDVENE University of Kansas The majority of published studies concerned with the effects of special class placement on the educable mentally retarded child (EMR) have been essentially outcome studies. This fact has been highlighted in some recent articles (Fine, 1967a, 1967b), and arguments presented supporting