Papers and presentations on physical education and recreation for the mentally retarded consider programs in Norway, the importance of physical activity, the physical educator as a member of the special education team, and the team approach in programing. The following are also treated: recreation and day care for the severely retarded in a community setting, a community recreation team approach to programing, play facilities and equipment, a program of developmental motor activities, support for recreation programs, and physical education programs. Additional information is provided concerning financial assistance and resource material available from the U.S. Office of Education, preparation of grant proposals, and comprehensive state planning in mental retardation. The role of motor activities in programs for retarded and educationally handicapped children is assessed, as are community/residential facility cooperation, recreation planning for retarded adults, scouting, recreation for the severely and profoundly retarded, sex education, and the challenge to action. Reactions, questions and answers, and group and special interest discussions are included. (JD)