What New York City Has Done for the Unadjusted School Child
Abstract
In the modern system of education, school administrators in all parts of the country practically agree that all children are not equally capable of profiting from the work of the regularly graded school, consequently there is a necessity for classification of pupils according to their ability to master the subjects in the ordinary curriculum and also a necessity for differentiated courses of study to meet the needs of such pupils.It was with this thought in mind that some of our school authorities many years ago, realizing that the failure of many children to keep step with their normal brothers was not due to laziness and indifference as was commonly supposed, but to some mental or physical defect, determined that these less fortunate children, who had fallen into a state of discouragement because of their failure to progress, should be neglected no longer. Training and education, specially adapted to their ability, which would fit them to take their places in the community as useful and respected citizens were their rightful heritage.
Subject Area
American studies|Psychology|Educational administration|Education
Recommended Citation
Mullen, Christine, "What New York City Has Done for the Unadjusted School Child" (1928). ETD Collection for Fordham University. AAI31097107.
https://research.library.fordham.edu/dissertations/AAI31097107
