Abstract
The effective teacher of educable mentally retarded children must employ methods and materials suited to the individual learner's unique pattern of needs, interests, abilities, and motivations. Any help the teacher can obtain in making assessments of the pupil's intellectual, social, and emotional readiness will increase the chances of instructional goals being attained. Various ways in which the school psychologist's report can be utilized by the teacher of educable mentally retarded children are discussed.
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