THE USE OF SOUND FILMS IN THE EDUCATION OF EDUCABLE MENTALLY HANDICAPPED (EMH) ADOLESCENTS WAS EXAMINED IN AN EXPERIMENTAL STUDY. THE HISTORY OF SPECIAL EDUCATION METHODS FOR EMH STUDENTS IS REVIEWED FROM THE LATE 18TH CENTURY THROUGH CURRENT TEACHING PRACTICES. INDIVIDUAL REVIEWS OF 14 RESEARCH STUDIES AND REPORTS ON THE USE OF EDUCATIONAL FILMS ARE INCLUDED. THE AUTHOR'S STUDY INVOLVED THREE EXPERIMENTAL AND TWO CONTROL GROUPS OF EMH STUDENTS WHO DID NOT DIFFER SIGNIFICANTLY ON IQ SCORE, CHRONOLOGICAL AGE, OR SEX. RECORDED DIFFERENCES AMONG GROUPS (NOT ANALYZED STATISTICALLY) EXISTED IN ETHNIC ORIGIN, SOCIOECONOMIC STATUS, SENSORY DEFECTS, AND YEARS IN SPECIAL CLASSES. ALL GROUPS HAD CLASSROOM INSTRUCTION ON HANDLING FOOD AND EATING-UTENSILS. IN ADDITION, EXPERIMENTAL GROUPS VIEWED A RELATED SOUND FILM AS AN INTRODUCTION (GROUP E-1), AS A CENTRAL THEME (GROUP E-2), OR AS A SUMMARY (GROUP E-3) TO THE LESSON. EXPERIMENTAL GROUPS AND ONE CONTROL GROUP (C-1) WERE GIVEN A PRETEST. ALL GROUPS WERE GIVEN A POST-TEST. A T-TEST OF MEANS OF POST-TEST SCORES OF THE TWO CONTROL GROUPS WAS NOT SIGNIFICANT AND THIS INDICATED THAT PRETESTING DID NOT INFLATE THE POST-TEST SCORE. AN ANALYSIS OF VARIANCE SHOWED SIGNIFICANT INTERACTION BETWEEN GROUPS AND CONDITIONS. GROUP E-3 SHOWED THE GREATEST IMPROVEMENT AND GROUP C-1, THE LEAST. A MATRIX OF T-TESTS BETWEEN GROUPS SHOWED GROUPS E-1 AND E-3 WERE SIGNIFICANTLY SUPERIOR TO GROUP C-1 IN DEGREE OF IMPROVEMENT. GROUP E-2 WAS NOT SIGNIFICANTLY SUPERIOR. THE AUTHOR CONCLUDES THAT SELECTED SOUND FILMS CONTAINING CONCRETE INFORMATION CAN PROFITABLY BE USED AS SUMMARIES TO SPECIFIC LESSONS. THE APPENDIX INCLUDES FORMS USED AND DATA ON SUBJECTS, AS WELL AS A 51-ITEM BIBLIOGRAPHY. THIS BOOK WAS PUBLISHED BY CHARLES C. THOMAS, 301-327 EAST LAWRENCE AVENUE, SPRINGFIELD, ILLINOIS 62703, 111 PAGES, $5.25. (MY)