The dynamic curriculum for the mentally retarded emerges through people, events, values, and needs; through seeing the child instead of the label; and by activating a natural progression of experiences based on the child's physical and behavioral development. A systematic study provides for consistent instruction with continuity of programing throughout an individual's total curriculum. This article is devoted to a discussion of a philosophy underlying such an approach.
Bernice B. Baumgartner (Thu,) studied this question.