THIS STUDY INVESTIGATED THE EFFECTS UPON EDUCABLE MENTALLY RETARDED CHILDREN OF A COMPREHENSIVE OPPORTUNITY PROGRAM EMBRACING NOT ONLY GOOD INSTRUCTION, BUT ALSO PSYCHOTHERAPY, A GOOD MENTAL-HYGIENE ATMOSPHERE, AND WHOLESOME AND EFFECTIVE HUMAN RELATIONSHIPS IN SCHOOL, HOME, AND COMMUNITY. THE MAJOR OBJECTIVES WERE--(1) TO SELECT AND/OR DEVELOP INSTRUCTIONAL MATERIALS AND PROCEDURES FOR A PROGRAM OF INSTRUCTION FOR EDUCABLE MENTALLY RETARDED CHILDREN, (2) TO GAIN KNOWLEDGE OF THE LEARNING PROCESSES AND OF THE RATE OF LEARNING OF SUCH CHILDREN, DESCRIBING THEIR LEARNING BEHAVIOR SO THAT ONE MIGHT GET A BETTER IDEA OF PROGRESS TEACHERS MIGHT EXPECT, (3) TO PROVIDE A COMPREHENSIVE DESCRIPTION, IN SCHOOL AND OUT OF SCHOOL, OF THE BEHAVIOR, MOTOR SKILLS, PERSONAL ADJUSTMENT, SOCIAL COMPETENCE, STABILITY, AND CHARACTER OF MENTALLY RETARDED PUPILS, AND (4) TO INVESTIGATE THE EFFECTS OF THE APPLICATION OF A "TOTAL PUSH" TYPE OF AMELIORATIVE AND DEVELOPMENTAL PROGRAM. THE PROJECT SETTING THUS AFFORDED, EVEN FORCED, CONCENTRATION OF EFFORT UPON THIS PART OF THE TOTAL PROBLEM OF EDUCATIONAL PROGRAMING FOR EDUCABLE MENTALLY RETARDED PUPILS. NO RESOURCE WAS USED WHICH MIGHT NOT BE AVAILABLE FOR USE BY ANY LOCAL SCHOOL SYSTEM SINCERELY INTERESTED IN PLANNING ITS INSTRUCTIONAL PROGRAM FOR THE MENTALLY RETARDED, AND NO MORE TIME WAS AVAILABLE FOR THE WORK THAN IS AVAILABLE IN MOST SCHOOLS. THE IMPLICATION THAT SUCH WORK CAN BE CARRIED OUT EFFECTIVELY BY A SPECIAL EDUCATION STAFF OF A PUBLIC SCHOOL IS CLEAR. (GC)