ABSTRACT
The brief for the project defined the slow learners as: the 15 to 20 per cent of pupils making least satisfactory progress in their school work. In order to simplify the task of selecting schools for the project, and to give a firm base for project conclusions, the design required that the work of the project should be restricted to schools conducting successful curricula with slow learners. The working design was deceptively simple for the complicated task which faced the project team. First, each project school was asked to complete a questionnaire on its background, curriculum and approach to the teaching of slow learners, and invited to submit documents on the curriculum. Dangers inherent in utilitarian approaches to the curriculum were also noted and a balance suggested which included the development of concepts, the stimulation of curiosity and imagination, and the education of the emotions.
