Chapter III: Mental Retardation

Abstract

SINCE THE review six years ago by Kirk and Kolstoe (60), there has been a gratifying increase in psychological and educational research con cerning persons who are mentally retarded. In the field of psychology much of this expansion has been stimulated or supported by the National Institutes of Health. The impetus in education has resulted in part from Public Law 83-576 of 1957, which is administered by the U. S. Office of Education. Since two-thirds of the original appropriation was earmarked for research in education of the mentally retarded, it is not surprising that a large proportion of the first projects initiated-41 out of 72were in this area (72). This co-operative research program has not been in operation long enough for us to identify trends.The increase in noteworthy educational research prompts a reduction in emphasis on psychological investigations; thus, studies in psychometrics, projectives, psychotherapeutics, sociometrics, and perception are here omitted. The exception, because of its interest to educators, is learning and motivation.Only a few of the most significant books on mental retardation pub lished within the last six years are noted here. In education, Wallin (109) provided a major reference emphasizing historical, philosophical, and organizational aspects of a public-school program for the educable retardate. Ingram's revision of her text (52) retained emphasis on the unit method of teaching the educable. A comprehensive guide for educa tors on teaching procedures for trainable children remains to be written; however, Kirk, Karnes, and Kirk's manual (59), primarily designed for parents, is a helpful guide for teachers.In psychology, Clarke and Clarke (17), two British psychologists, produced what is probably the most up-to-date and comprehensive review of the status of psychological knowledge. It is refreshing to see writing prompted by research findings (nearly 1000 citations). Sarason and Gladwin (92) made a third edition of Sarason's standard reference by adding a reprint of a review on psychological and cultural problems of mental subnormality already published twice elsewhere (76, 91). The body of the text was not revised.Doll (23), Michal-Smith (78), O'Connor and Tizard (82), and Stacey and DeMartino (101) also wrote or edited books for professional readers. A second volume of Psγchopathologγ and Education of the Brain-Injured