THE TEACHING OF ENGLISH LITERATURE IN SECONDARY SCHOOLS

The educational needs of mentally handicapped children in the ‘new’ day special schools are examined from three major perspectives. First, as a result of the examination of questionnaires received from headteachers of 88 schools; second as a result of the examination of the skills of 151 mentally handicapped children in 44 of these schools, and third as a result of an examination of questionnaires completed for 52 parents of mentally handicapped children. The results of the investigation highlight the effect of these schools being in the ‘educational wilderness’ until April, 1st, 1971; the low level of achievement in certain social skills, and parental problems and attitudes.