An experimental program is described in which the classroom teacher of trainable mentally retarded children incorporates an extensive hierarchy of logical sequences in structuring an arts and crafts curriculum to attain cognitive, emotional, sensory, and motor objectives. This program is based on a 3 month continuum of print art activities completed by trainable mentally retarded children enrolled in the Margaret Roane Day Care Center, Ruston, Louisiana. Ranging from the simple to the complex, a total of 149 individual activities in 15 categories of print art were considered during the study.
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