Educability revisited: curricular implications for the mentally retarded

J. F. Winschel, G. L. Ensher

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The greater accommodation of mild and moderately retarded children into regular school settings requires changes in general and special education alike. This article discusses the deficiencies of typical curricular approaches to the education of the retarded and proposes instruction more clearly focused on fundamental cognitive abilities and related learning strategies. The authors suggest the cumulative effect of intensive instruction in learning skills, as opposed to the causal, isolated, or sporadic development of any specific ability. The limits of any curricular method are acknowledged and the study of the ecology of special education is proposed.

Original languageEnglish (US)
Pages (from-to)131-138
Number of pages8
JournalEducation and the Training of the Mentally Retarded
Volume13
Issue number2
StatePublished - Jan 1 1978

ASJC Scopus subject areas

  • Medicine(all)

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