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Present thinking in special education is piecemeal. The science is a collection of issues. The prominent writers are purely encyclopedists. There have been some theoretical formulations, especially on mental retardation. They are curious rather than useful. It seems proper to present an integrated theoretical view of mental retardation, of special education, and, for that matter, of education itself, in light of the framework previously developed by Hebb (1949) and extended to mental deficiency by Benoit (1959). The theory has a basis in neurology, but it can be expressed in functional terms of graduated integration, always correlated with neurological structures. It …
