Publication Date


Document Type


First Advisor

Smith, Mark C. (Professor of education)||Wisland, Milton V.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

College of Education


Education--Japan; Slow learning children


The elementary school grades one to six at Yokota, Japan, were or­ganised so that there were slow groups in grades three to six. The guiding philosophy was to provide a bettor educational program for the slow learn­er. The grouping was a great improvement over heterogeneous classes but many problems needed solving before one could say that the program was suc­cessful to any great degree* This study has been made to find methods which would help to solve some of the problem encountered while working with slow groups. There is a group of educational lenders who understand the diffi­culties met by slow learning children in school and the problems teachers will face when working with slow learning children. By studying the writings of these educators, innovations and suggestions were found that were helpful in alleviating some of the difficulties encountered in the first year. This study has evaluated the findings of educational writers in this field and has reached the following conclusions: (1) Limit enrollment in slow groups to twenty-five pupils. (2) Only slow learnin children - I.Q. 70 to 90 - should be allowed in these classes. (3) Organization of the over-all school program should include the slow learning groups. (4) Curriculum should be reorganized to satisfy the basic needs of the slow learner. (6) Teachers who understand the clow learner should be employed. (6) Textbooks and supplies needed for this program should be ordered. (7) Classrooms should be redesigned to satisfy special needs of slow learning groups. (8) Special guidance should be given to parents of slow learners. (9) Different types of teaching techniques should be used with the slow learning classes.


Includes bibliographical references.


viii, 63 pages




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