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THE SLOW »LEARNING CHI i Sabl
rrom The Teoching of Reacing To Slow-Learning ildren
by Samuel A, Kirk, Houghton .ifflin Company, Boston, 1940,
The slow learning child is one of low intelligence, who
is incapable of kecping up with his classmates in the regular
public schools, and who therefore requires a modified curri-
culum for his maximum grthh and development, Any child who fas
an 1Q below 80 and who is not progressing in school at the same
rate as other children may be considered mentally retarded,
There are of course many degrees of uwental retardation. For
the plrpose of education, supervision, and care the following
clascification is usually employed:
1. An idiot is a mentally retarded child with an IQ below
25 who is incapable of learning even the rudiments of school work.
He is usually incapable of taking c.re of his personal .needs
and requires supervision and external support for his survival,
Any attempt at academic training for an idiot is ccnsidered a waste
of time,
2. An imbecile is one whose IQ falls between 25 and 50. H e
can care for .imself personally and do odd jobs, but requires
supervision and total.or partiél support for existence, Education=-
ally an imbecile rarely reaches beyond' the first grace. ,
3. A high-grade mental defective, usually galled a moron, is
one whose Iy ranges roughly between 50 and 70. Under favorable
circumstances with adequate training, the high-grade mental defective
can become self-supporting. In many cases he will require little or
no supervision., 'Educationally he may attain a level between the
first and fourth grades.
4, The borderline defective is one whose IQ is roughly between
70 and 80, This type is usually capable of self=-support, and
fregquently can compete with other members of our society. Education-
ally he may attain a level between the third to eighth grade in
school.
The following conclusions may be made concerning the mentally
retarded child:
1, The mentally retarded child is one who has an IQ below 80,
and who, because of intéllectual and«educational retardation, requires
a special curriculum adapted to his capacities and limitat ons,
2. About two to five percent of the juvenile population
are mentally retardeé and require a special curriculum for their