AN INVESTIGATION OF THE EDUCATION OF MENTALLY RETARDED DEAF (MRD) CHILDREN IN RESIDENTIAL SCHOOLS FOR THE DEAF, THE STUDY AIMED TO DESCRIBE POLICIES AND PROCEDURES FOR ADMISSION, SPECIAL ACADEMIC AND VOCATIONAL PROVISIONS, AND QUALIFICATIONS OF CLASSROOM TEACHERS. ADDITIONAL PURPOSES WERE TO ESTIMATE PREVALENCE AND TO ASSESS ADMINISTRATIVE ATTITUDES TOWARD INSTRUCTIONAL ORGANIZATION. THE INFORMATION WAS DRAWN FROM ADMINISTRATORS AT 64 OF THE 80 RESIDENTIAL SCHOOLS FOR THE DEAF IN THE UNITED STATES AND FROM 150 TEACHERS IN 40 SCHOOLS. RESULTS CONCERNING MRD CHILDREN INDICATED THAT A PRIMARY DISABILITY OF DEAFNESS WAS THE MAJOR ADMISSION CRITERION. RESULTS ALSO REVEALED DISSATISFACTION WITH PSYCHOMETRIC INSTRUMENTS, UNCERTAINTY ABOUT THE OBJECTIVES AND METHODS OF TEACHING, AND CONCERN AND CONFUSION ABOUT TEACHER TRAINING. NEEDS INDICATED WERE THOSE FOR (1) DEVELOPMENT OF TEACHING OBJECTIVES, METHODS, AND MATERIALS. (2) MORE PRECISE NOMENCLATURE AND AN EDUCATIONALLY CONCEIVED CLASSIFICATION SYSTEM, (3) STUDIES OF INCIDENCE AND PREVALENCE, (4) STUDIES OF EDUCATIONAL NEEDS, ALTERNATIVES, AND POTENTIAL, AND (5) AMELIORATION OF NEGATIVE ATTITUDES AMONG ADMINISTRATORS. THE STUDY CONCLUDED THAT A RELATIVELY LARGE NUMBER OF MRD CHILDREN ARE ENROLLED IN RESIDENTIAL SCHOOLS FOR THE DEAF AND THAT WITHOUT EXTENSIVE CHANGES IN THE PRESENT CHARACTER OF EDUCATION SERVICES MANY OF THOSE CHILDREN WILL NOT ACHIEVE SOCIAL COMPETENCE. THIRTY-FIVE TABLES PRESENT THE DATA. THE APPENDIX INCLUDES THE QUESTIONNAIRES FOR ADMINISTRATORS, TEACHERS, PSYCHOLOGISTS, AND A REPORT ON"ADMINISTRATORS' OPINIONS OF OPTIMUM PROVISIONS FOR MENTALLY RETARDED DEAF CHILDREN." (JD)