Date of Award

1967

Document Type

Thesis

Department

Education

First Advisor

Unknown

Abstract

The whole field of educational theory and practice has changed considerably in the past fifty years or so and educational thinking about mentally retarded children has reflected these changes. Programs in institutions have probably lagged behind public school programs because institutions have been somewhat secluded from the active flow of social change.

The principles of learning are essentially the same for the mentally retarded child as for the average child, but there are degrees and varieties of application.

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