First published in 1974. This book defines the slow learner,
identifies the size of the problem presented by them, and outlines
the responsibility of the ordinary school for their education.
Then, successfully, characteristics of slow learners are reviewed
and re-stated in a way relevant to their education; research on the
post-school experience of slow learners is summarized and related
to the curriculum; and general curriculum literature is reviewed in
presenting a plan for the continuous development of curricula for
slow learners, consistent with the modern approach to curriculum
development.
General
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