Teachers of the more seriously involved retarded children find themselves largely responsible for planning and carrying out whatever physical education and motor training their pupils are to receive. This means that those less well trained in physical education have the responsibility of devising the program for those with some of the most specialized needs and the widest departures from average developmental schedules. This article offers suggestions for the direction such a program might take and outlines the goals and the activities related to each.
Milton Pettit (Fri,) studied this question.