ABSTRACT
The general pattern of organization in the secondary modern school during the decade and a half of its existence has been that of full specialist teaching. This chapter discusses how best the dull child’s education can be integrated. Under specialization the child may be taught by as many as five, possibly six, different teachers in the course of one day, entailing adaptation to as many personalities and individual methods of approach. The majority of teachers are not aware of the slow child’s great limitations in both experience and vocabulary. Social training is an essential part of our education, but a much greater emphasis on it is necessary for slow children. Their lack of social graces and ignorance of accepted behaviour patterns are frequently behind people’s misjudgement of them, both in and out of school.
