The education of mentally retarded children and youth has been based on a careful diagnosis and assessment of their abilities and limitations. There is a need to be as evaluative about the educational program into which we place the child. Much greater stress should be placed on the necessity to ask pertinent questions, observe objectively, and record systematically in our educational programs. The curricula of the teacher in training and the climate of the teacher on the job should be modified to place greater emphasis in these areas. The tools of the professional research worker need to be integrated into the ongoing problems of the educator working directly with children.
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