ABSTRACT
A concern for the intellectually less favoured child is in tune with a deep appreciation of the value of the human personality, and the worth of the individual, which beliefs are inherent in our way of life formulated by centuries of a Christian tradition, and in line with our democratic ideals. In school, the child must be made to feel that he belongs to a recognized and orderly group, and that he matters tremendously, and that what he does matters - in short, to stress that he is accepted as a member of a group, and that his contributions to the group are welcome, and indeed necessary for the well-being of the group. In addition to the responsibilities which concern the general welfare of the school as a whole, there are many opportunities within each class for the development of this sense of worth while effort, for the community, and accepted by the community.
