Abstract
Social studies for educable mentally retarded children provide the background skills and knowledges to enable them to adjust adequately in school, family, and community settings, including as complete self sufficiency in the working world as is possible for each individual. Content is chosen in terms of broad social needs, but it is based on the level of usefulness to the children and on their level of understanding; it must be developmental in nature, broadening as the pupils grow. Approaches to content must also relate to abilities, interests, and experiential background of the children concerned. The success of a social studies program for the educable mentally retarded is measured by the degree to which behaviors and attitudes are changed in a positive manner.
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