The dynamic curriculum for the mentally retarded emerges through people, events, values, and needs; through seeing the child instead of the label; and by activating a natural progression of experiences based on the child's physical and behavioral development. A systematic study provides for consistent instruction with continuity of programing throughout an individual's total curriculum. This article is devoted to a discussion of a philosophy underlying such an approach.
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References
1.
BaumgartnerBernice B.Guiding the retarded child. New York: The John Day Company, 1965.
