THE STUDY SOUGHT TO DETERMINE THE FEASIBILITY OF INCLUDING THE TRAINABLE CHILD (IQ 25-50 INCLUSIVE, AND BELOW M.A. 8) IN THE PUBLIC SCHOOL PROGRAM. APPROXIMATELY 27 CHILDREN IN THE TRAINABLE CATEGORY WERE DIVIDED INTO 3 EQUAL GROUPS AND PLACED IN A 2-YEAR CONTROLLED-CLASSROOM PROGRAM AT EACH OF 3 TYPES OF FACILITIES--A TYPICAL CITY ELEMENTARY SCHOOL, A LOCALLY SPONSORED CENTER FOR TRAINABLE CHILDREN, AND THE STATE INSTITUTION FOR RETARDED CHILDREN. USING SUCH DATA AS ETIOLOGICAL AND FAMILY HISTORY, MEDICAL EXAMINATION, PSYCHOMETRIC AND RELATED TESTS, PLUS COMPARATIVE SCORES OF ACHIEVEMENT ON PRACTICAL TASKS TAUGHT, ON SOCIAL MATURITY SCALES, AND ON EMOTIONAL GROWTH OF SUBJECTS, AN ATTEMPT WAS MADE TO EVALUATE WHICH TYPE OF FACILITY OFFERS MAXIMUM GROWTH AND PROGRESS TO THE PUPILS. THE INFORMATION YIELDED BY THIS RESEARCH INDICATED THAT TRAINABLE CHILDREN DID MAKE SIGNIFICANT PROGRESS IN AN ORGANIZED PROGRAM WHICH WAS UNDER THE DIRECTION OF COMPETENT TEACHERS, AND THAT THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN THE LEVEL OF AVERAGE OVERALL PROGRESS FOR THE THREE EXPERIMENTAL GROUPS. THE INFORMATION OBTAINED FROM THE STAFF OF THE PUBLIC SCHOOL WHERE ONE EXPERIMENTAL CLASS WAS HOUSED INDICATED THAT THE CLASS FOR TRAINABLE CHILDREN WAS NOT CONSIDERED A DISRUPTING FACTOR NOR A NEGATIVE INFLUENCE, AND THAT IT WAS ACCEPTED BY THE TEACHERS AND THE SO-CALLED "NORMAL" CHILDREN IN THAT BUILDING. (GC)