ABSTRACT
SINCE 1960, interest in programmed instruction for the retarded has increased steadily. In part, this reflects the utilization of a special population by champions of research in programmed instruction; in part, it represents an adventure into a new educational arena by some teachers of the mentally retarded. Both groups recognize the potential advantages of educational efficiency and economy that programmed instruction offers. Informed teachers of retarded children, especially, see that programmed instruction can provide relief from repetitive drill-type instruction to help retardates acquire basic academic skills.
