The author identifies the early beginnings of secondary programs for the educable retarded, the major influences upon their growth, and the development of three aspects of work experience: the role of the employer, the expansion of school services, and the problem of general versus specific skill training. In addition, data are included related to the enrollments and vocational placements of urban secondary special programs during the 1965-1966 school year.
Charles J. Kokaska (Thu,) studied this question.