The purpose of this article is to show that (a) policy in Israel with respect to special education for educable mentally retarded children and adolescents has been based on the prevailing cultural zeitgeist rather than upon research and evaluation of current and past programmes; (b) the modest amount of research that has been done in Israel does not justify recent changes in this educational policy; and (c) it is in the best interest of pupils, teachers, parents, and society as a whole that there be closer cooperation between those who determine and institute educational policy and those who empirically evaluate current and contemplated programmes.
The editors consider it to be an interesting and pertinent account of a topic which is probably of concern to a majority of the readership, and would welcome other similar contributions for publication either describing practice elsewhere or discussing the issues involved.
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Kariv, M. (1978) Perceptions of educable retarded children in two educational settings as seen by self, peer, and teacher. Unpublished master's thesis, Bar-Ilan University.
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Kubobi, D. & Flume, Y. (1964) The borderline child in regular and special educational settings. Megamot, 13, 11-23.
