The provision of programs for trainable mentally retarded under the auspices of public schools has been one of the most significant social trends in our recent history. California's progress is discussed here, including the following areas: progress from permissive to mandatory legislation, growth in enrollment and number of classes, state financial support, minimum state standards for educational programs and teacher certification, housing arrangements for classes, goals and objectives of programs, occupational training for older pupils, and major issues and challenges of the future.
Flora M. Daly (Sat,) studied this question.