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UNTEL COMPARATIVELY recent years, all children were expected to meet certain inflexible standards set by the school authorities. The child was to be fitted to the school, not the school to the child. It was found, however, that some children could not and did not conform to these standards. In some cases, physical defects made the usual type of classroom instruction obviously unsuitable. With the advent of mental testing, individual differences in the ability to learn were recognized as never before.The modern educator pays Up service, at least, to the principle that the school should be fitted to the child, not the child to the school, but it has been tacitly assumed by many that the fundamental needs of all children are much the same. To some extent this is true. All children need food and shelter, love, and a feeling of security. But children differ, and as their divergence from the group average increases their need for speciaHzed treatment increases in hke ratio. Just as the diabetic child requires a special dietary regimen if his health is to be maintained at the highest level possible for him, so other children of unusual mental or physical make-up need a type of education and training that is specifically adapted to the requirements of their exceptional characteristics.JThe exceptional child must have exceptional treatment. His education must be individuahzed.What is meant bv individualized-education? It is education that bggins where the child is and proceeds according to a definite