ABSTRACT
This chapter discusses literature on the curriculum in a way which may indicate how thinking in the project has been influenced by the literature. It also discusses the literature in a way which will demonstrate its relevance to the work of teachers of slow learners and to the education of their pupils. Stevens develops a pertinent summary of curriculum literature noting the 'high-flown' language and 'over broad' nature of some statements as well as the overlap in ideas and the ambiguity which arises from differences in terminology. Johnson reviews broad curriculum objectives for slow learners and considers curriculum at primary- secondary- and high-school levels as well as in subject areas. A number of contributions in the general field of curriculum development are relevant to the curriculum for slow learners, particularly as they identify a central problem. In addition, a number of texts from American literature contain useful summaries of approaches to the curriculum for slow learners.
