Public school programs for trainable mentally retarded (TMR) children and youth are increasing in number and will continue to expand under state and federal funding. Special educators are encouraged to evaluate programs beginning with an emphasis on curriculum development. Studies on teacher selection provide tentative criteria for entrance into teacher preparation programs, and an approach to the preparation of teachers of TMR pupils is outlined. Instruments for evaluation of pupils by teachers are suggested, and trends in curriculum, methods, and school organization are discussed.
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