Abstract
Among the educational problems confronting the school administrators today is that of adjusting the school and its program to the diverse needs of slow-learning children. The problem has become one of great interest to administrators because of the increased knowledge acquired from the work of research bureaus, guidance clinics, and bureaus of tests and measurements concerning the nature and extent of individual differences and the social and economic changes that have caused large numbers of young people to stay much longer in school than heretofore.