Abstract
To set the groundwork for understanding the adult retarded client, we must examine the history of the retarded adult in society. This history develops the myths, stereotypes, and prejudices in the minds of service providers who control the availability of services to any client whether in a rural or urban area. We must also look at the kinds of services which are presently available to retarded adults in some settings, and determine if these are applicable in a rural community. We will also examine the integration of these facilities into a truly integrated rural transitional facility and the role that schools could play in its development, and finally, take a brief look toward the future in terms of what these developments mean for education in rural communities.
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