This paper reviews the literature on the application of Piagetian theory to the understanding of mental retardation. Evidence exists to suggest that the functioning of children who are mentally retarded parallels the developmental sequence Piaget has proposed for the nonretarded child. The behavior of retarded individuals can be interpreted as typical of selected Piagetian stages. This model focuses on what the child can do rather than what he or she cannot do. The implications of this model for the training and counseling of mentally retarded children and their families are discussed.
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