A handbook of language arts objectives and lessons for educable mentally retarded students at the junior high school level

The primary purpose of this study was to develop a handbook of language arts objectives and lessons for educable mentally retarded students at the junior high school level. -- The development of this handbook followed a three stage procedural model: first, the gathering of data; second, the selection of relevant data pertinent to the objectives; third, the drawing up of guidelines for the development of techniques and strategies used in this handbook. -- The gathering of data was from three sources. In addition to a search of the literature relative to the topic of this study and a computer search of the ERIC (Microfiche) documents, a standard letter was sent to all provincial and state departments of education in Canada and the United States respectively. This letter requested materials and information on the topic of this study. Replies to this letter gave the writer a fair indication of the current state of affairs in North America relative to programs of language arts for educable mentally retarded students at the junior high school level. -- The criterion for selection of data relevant to the objectives and lessons was fivefold: first, suitability for the age group of the target population; second, consideration of the instructional levels of EMR students; third, similarity to the Newfoundland Department of Education language arts curriculum; fourth, the objectives could be evaluated by observable means; fifth, developmental progress could be made by students in this program