This thesis is based on field work in three schools catering for mentally retarded children in one north indian city. As background to that research information is provided on the prevalence of mental retardation in India and on the provision of institutions to train teachers and educate students. The legislative framework in which education for the disabled generally, and mentally retarded in particular, is laid out. The thesis includes a brief survey of approaches to caring for the mentally retarded internationally and a more detailed examination of the approaches taken in India; including a short historical section. The data collected during field work consists of one personal story, observations in two of the three schools, interviews with teachers from two of the schools, a completed questionnaire from teachers in each of the schools and a questionnaire given to parents in one of the schools. This data is used to reflect on the question of the extent to which the programs that were observed indicate that the aims of the legislation covering disabled education are actually being realised. Three appendices are included. The first provides a brief survey of the use of the term "mental retardation" as compared to terms such as "intellectual disability". The second provides a summary of an assessment scheme which is widely used in India. The final appendix provides complete data from the surveys and questionnaires, organised in a way to facilitate their comprehension by the interested reader.