The report describes the development of the final 2 years of an intensive elementary school curriculum for fifth and sixth grade educable mentally retarded (EMR) children, to provide them with an opportunity to achieve their maximum potential for intellectual development, productivity, independence, and psychological well-being. Most of the document consists of appendixes, in which are found sample lessons from the curriculum, content summaries of the curriculum, and descriptions of three experiments that were conducted to establish an empirical basis for the procedures used in three cognitive skill programs within the curriculum (memory strategies, problem-solving, and selective attention). Experiments described concern the facilitative effect of mnemonic strategies on multiple-associate learning in EMR children, choosing the best cognitive training alternative for the EMR child, and language skills prerequisite to relevant-irrelevant discrimination tasks. (DLS)