This paper describes the development of a coin-skills curriculum for educable mentally retarded (EMR) children via the application of cluster analysis. Special emphasis has been given to (a) 2 clustering techniques that were employed to verify clusters of coin skills, and (b) the sequence in which a group of 100 EMR children acquired selected coin skills. Results obtained from the cluster analysis are evaluated in the framework of both descriptive and inferential statistics. The implications of these empirical results are discussed.
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