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Functional Teaching of the Mentally Retarded.

Naomi Abrams, MA
Arch Gen Psychiatry. 1967;16(5):642. doi:10.1001/archpsyc.1967.01730230126017.
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In the short space of 236 pages the authors have attempted to include a theoretical framework of functional teaching, case histories of retarded children, and a detailed group of instructional procedures.

The tremendous lack of organized or structured teaching programs for the trainable (especially those with IQ below 50) retarded person has been mentioned innumerable times. This book represents the leadership and experience of one person over a period of years in exploring various teaching techniques. The results are admirable as a collection of usable activities for helping the trainable student.

The activities discussed appear to represent the pragmatic results of using many approaches, ie, they worked for many children —therefore, they are useful. Unfortunately, they do not fit into any real clear-cut developed sequence—rather, they seem to have been put into a framework after the fact.

The need to develop sensorimotor


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