This text investigates how to effectively adapt mathematical curriculum and instructional strategies to meet the specific learning needs of students identified as mildly handicapped. The authors, drawing on their expertise in special education and clinical practice, provide a structured framework for educators to diagnose mathematical deficits and implement targeted interventions. By bridging the gap between standard pedagogical theory and the practical requirements of inclusive classrooms, the book serves as a technical guide for curriculum design and classroom management.

The subject matter points to a specialized, technical resource intended for educators and curriculum developers working within the field of special education. The framing suggests a methodical, research-informed approach to instruction that prioritizes practical application in the classroom environment.