In words of Ross "Play is nature's own method of education of children". Play is free and spontaneous. School work can, therefore, be so organised that it takes the shape of play. The school curriculum, the methods of instruction and the school discipline can be so devised that the child finds absorbing interest in the school work. Knowledge should be [...]
In this article we will discuss about the characteristics of mentally-retarded children. From the educationalist's point of view the predominant characteristic of all Mentally-Retarded children is their inability to learn and make progress in school, as we normally understand the term. And so the question now before us is what kind of special education should be provided for them? An [...]
In this article we will discuss about the provisions for the educable and trainable mentally-retarded children. Provision for the Educable Mentally-Retarded: Although this group of children tend to fail in ordinary school nevertheless they are capable of progressing in the normal school subjects of reading, writing and counting, up to a useful and functional level, provided that the curriculum and [...]
