THIS BOOK PRESENTS AN APPROACH TO EDUCATING THE MENTALLY RETARDED CHILD, WITH THE EMPHASIS ON PROVIDING A COMPREHENSIVE EDUCATIONAL PROGRAM BASED ON CREATING A HOME-SCHOOL-COMMUNITY ENVIRONMENT. IT IS ADDRESSED TO SPECIAL EDUCATION AND SPECIAL SUBJECT TEACHERS, TO THE REGULAR CLASSROOM TEACHER WITH A MENTALLY RETARDED CHILD IN HIS CLASS, AND TO ADMINISTRATORS, PARENTS, AND OTHER PROFESSIONALS WORKING WITH THE MENTALLY RETARDED. THE ROLE AND FUNCTIONS OF THE TEACHER, AS HE CREATES A BENEFICIAL ENVIRONMENT FOR LEARNING, FORM THE FIRST AREA OF CONSIDERATION. THE USE OF SOCIAL COMMUNICATION AS THE KEY TO EXPERIENCE IS DISCUSSED. RECORDING OBSERVATIONS, WRITING REPORTS AND PREPARING DAILY PLANS IS EXPLAINED AND SHOWN TO BE NECESSARY FOR PLOTTING A REALISTIC LONG-RANGE COURSE. THE IMPORTANCE OF SCHEDULING TIME IS NOTED. THE FOLLOWING SECTION DEALS WITH SPECIFIC SUBJECTS, BOTH ACADEMIC AND THOSE FOSTERING CREATIVE AND RECREATIONAL GROWTH. THE COMPREHENSIVE ENVIRONMENT APPROACH IS RELATED TO THE LANGUAGE ARTS, SOCIAL STUDIES, ARITHMETIC, SCIENCE, PHYSICAL EDUCATION, MUSIC, ART, HOMEMAKING, AND OCCUPATIONAL EDUCATION. THE FINAL SECTION ENUMERATES AND DESCRIBES APPROPRIATE LEARNING SITUATIONS AND DISCUSSES THE TOTAL PROGRAM CONCEPT. SELECTED REFERENCES FOR PROFESSIONALS AND STUDENTS ARE INCLUDED IN SOME CHAPTERS. THIS DOCUMENT WAS PUBLISHED BY THE JOHN DAY CO., NEW YORK, N.Y. $6.95. (MS)