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)

Describes some ways to make mixed ability teaching more relevant for slow learning students and to relieve some of the apprehension experienced by classroom teachers. (Author/RK)

Discusses a method to motivate low level students in which a reading specialist attended class regularly as a "student." By questioning the teacher, comparing notes with students, and acting as a role model, the reading specialist helped these students improve their grades, their class behavior, and increase their self-esteem. (GEA)

Investigation of the language-spatial lateralization of 76 intermediate grade right-handed regular education students found that "good" students had normal left hemisphere language and right hemisphere spatial lateralization but "poor" students had nonnormal lateralization. Academic problems and behavior problems were correlated with nonnormal…

Examines the direction of effects between slow-learning children and their families in three family types: (1) learning-oriented, high residential quality; (2) achievement-oriented, low residential quality; and (3) outer-directed, with little achievement orientation, taking into consideration child variables of adjustment and adaptive behavior.…

Attempts to stimulate teachers in business education to reexamine their teaching methods or strategies to meet the needs of the slow learner. (SH)

Characteristics of the slow learner and the learning disabled child are identified. Educational procedures to help the learning disabled child in mathematics are discussed. (DT)

Outlines the contents of reading materials kits designed to be used to improve the functional reading ability of adolescents in Great Britain. (VJ)

Discusses how a class of slow eleventh-graders was motivated to write a novel; for part one of this two-part article, see "Media & Methods--Exploration in Education, vol. 6, no. 5 (January 1970), 35-6, 63-5. (SW)

Describes a program that gives the child a chance to assess himself and his future potential by recognizing and developing his own special abilities, needs, and interests through manipulative experiences. (Author)

A description of an English course for high school slow learners in which students discussed and wrote about the moral dilemmas presented in two films shown in class. The author advises how such a course should be conducted and notes the value of student evaluation of the course. (JB)

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March, 1971). (CB)

A Self-Help Program for Chicano Women. (Editor)