In the development of individual educational plans for trainable mentally retarded students, decisions as to the priority placed on skills in a student's program are critical. A hierarchy of specific skills based on the differential importance of skills and skill areas could help provide direction to teachers in making these decisions. This article provides information on the importance attributed by 122 teachers to 550 skills and 26 skill areas contained in a catalog of instructional objectives for TMR students. This should provide some assistance to teachers in the allocation of instructional time by providing one measure of the relative importance of the skill being trained.
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