Abstract
In recent years much interest has been expressed about the possibilities of teaching thinking skills to special education populations. Instrumental Enrichment (IE) is a programme designed to achieve significant modification in cognitive abilities in retarded adolescents (Feuerstein, Rand, Hoffman & Miller, 1980). The purpose of this paper is to attempt to review the major concepts and philosophy underlying IE, and consider the available research that has been published by way of evaluation of the programme.
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