Increased Concern for Disadvantaged Children and Youth: Implications for the Education of the Mentally Retarded

Abstract

Now is the time for special educators to examine in depth the relationship between poverty and mental retardation. The 89th Congress has given us the vehicle for such examination and a mandate to plan creatively and to implement much of the planning which already has a basis in research. It has been estimated that perhaps 50 percent of the children in the 70-80 IQ range come from culturally disadvantaged homes. The challenge before us is to develop stimulating programs which will prevent retardation due to cultural deprivation.