Recent trends in programed instruction are discussed in relation to some of the persistent problems in education of the retarded. The application of the research model, in which “regular” and “programed” instruction are compared is questioned. Programed instruction is treated as a process in which behavioral objectives are developed and validated rather than the presentation of subject matter through a programed text or the software of a teaching machine. Implications are suggested for the systematic development of programs for the mentally retarded.
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