The first part of this yearbook treats the characteristics and needs of the slow learner, the research literature, behavioral objectives, and the creation of a favorable learning environment. The second part, meant to provide more specific help for the classroom teacher, deals with teaching techniques, multisensory aids and activities, mathematics laboratories, and diagnostic-prescriptive procedures. The third part covers classroom management and school administration, curriculum for slow learners, and program descriptions for in-service teacher education. Two appendices present activities, games, applications, and sample lessons that have been found to be effective with slow learners. (Author/DT)