ABSTRACT
In the project schools, many teachers talked about modification of the reading curriculum for slow learners; but the exact nature of the proposed modification remained vague, partly because there was in existence no reading curriculum to be modified. Curriculum objectives must be relevant to the pupil's circumstances and needs as well as realistic in terms of his ability. The circumstances calling for modified curricula may be individual, sociocultural or educational in origin. The chapter discusses the implications of the interaction between adaptive-developmental, corrective and remedial needs for school organization and attitudes. An adaptive-developmental curriculum provides modification in most areas of the curriculum for pupils of low general intellectual ability associated with personal or social immaturity. A corrective curriculum is designed to meet the needs of pupils with specific difficulties in learning to read. A remedial curriculum is designed to meet the needs of pupils whose learning failures arise from specific disabilities.
