Editor's comment: This issue's articles concern 3 widely differing facets of the very large task of teaching retarded children. Each has something concrete to offer the teacher. Two of the articles were written by teachers, one working at the junior high school and one at the primary level. One is a detailed “how to do it” description that has worked for its originator. The second is an unusual, and unusually honest, look at the way teachers may be using their opportunities for observing in classes other than their own. Our third contributor is a member of the faculty of a university, and interested in helping teachers make their programs more effective. She writes on the area of physical education for the retarded, a neglected program in too many schools. (L.J.J.)
Jordan et al. (Sat,) studied this question.