Teaching Mentally Challenged

In mental retardation there must be a deficit of adaptive behaviour associated with subaverage general intellectual functioning existing concurrently. For mentally retarded, therefore, the relationship between intelligence and social competence is stronger for the profoundly and severely retarded than moderately and mildly retarded. Mentally challenged’ i.e., mentally retarded children constitutes a group that require specific attention in education. One of the earliest attempt for understanding the learning processes in retardates was made by Zeaman and house (1963). Of late, this has come to prime focus. The present book embodies the author’s empirical research on educating the mentally challenged. No doubt, the findings of this work will be highly informative for researchers, policy planners and educationists