Guidelines which any educator should observe as he incorporates science into the curriculum for the mentally retarded are offered. Active participation with materials is essential. Teaching should proceed from the known to the unknown. (EB)

THIS CURRICULUM OUTLINE IS DESIGNED TO AID SCHOOL SYSTEMS IN THE DEVELOPMENT OF CURRICULUM GUIDES FOR SLOW LEARNERS. CONTENT IS OUTLINED FOR GRADES 9, 10, 11, AND 12 IN ENGLISH, MATHEMATICS, SOCIAL DEVELOPMENT, SOCIAL STUDIES, AND SCIENCE. DETAILS CONCERNING ACTIVITIES, ENRICHMENT AIDS, AND TEACHING METHODS ARE TO BE DEVELOPED BY THE USER. FIVE…

Designed for teachers, the text distinguishes types of slow learners and suggests practical approaches for their educational problems. Slow learning and its types are defined; the slow learner is characterized; stages of educational evaluation and aspects of administration are outlined. Curriculum considerations for different levels are described,…

Twenty-four intellectually limited and educationally handicapped 10th grade students participated in the first year of the Guided Occupational Training program of the Oceanside Senior High School. An academic core of English, citizenship, and mathematics was blended with classes in one of the following areas: (1) business education and office…

In a study on promotion of realistic occupational goals in the mentally and academically retarded, 86 boys (aged 16 to 19 years) from two senior high schools located in two similar, juxtaposed Nevada cities (Reno and Sparks) were utilized. Groups included 16 mentally retarded students (IQ range 53 to 88, mean 78; Social Maturity Quotient range 60…

THIS VOLUME IS DESIGNED TO DEFINE, FROM AN EDUCATIONAL POINT OF VIEW, THE PROBLEM POSED BY SLOW LEARNERS. IT PRESENTS THE CLINICAL EDUCATION APPROACH AS A TOOL IN THE PLANNING OF SOLUTIONS RELATING TO THE FUNDAMENTAL PROBLEM OF PROVIDING AN APPROPRIATE SCHOOL EXPERIENCE FOR THE SLOW LEARNER THROUGH CURRICULUM PLANNING. PART ONE FOCUSES ON THE…