A survey of slow learner education in state secondary schools was conducted in Auckland and North Auckland, New Zealand. Thirty-five schools containing 30,787 pupils replied to the questionnaire which covered the following areas: assessment prior to placement, educational objectives, identification methods, special classes, teaching groups, teachers, special programs, teacher assessment of slow learners, physical accommodations, financial provisions, and availability of equipment and materials. Among findings were such attitudes as appreciation of the needs of low academic ability pupils, uncertainty as to suitable approaches to slow learner work, differences of opinion on integration of these pupils into a uniform school program, and lack of knowledge of the value of newer forms of specialized equipment and teaching methods for remedial and compensatory education. (IM)