Teachers of the mentally retarded are presently finding that commercial companies are producing a large number of materials designed for use with exceptional children. In addition, new services such as the regional Special Education Instructional Materials Centers for Handicapped Children and Youth are being established. These movements have provided an opportunity for attacking the problem of evaluating instructional materials. Before such action can be productive, however, many problems must be resolved. This article discusses some of these problems.
McCarthy et al. (Fri,) studied this question.
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