This document discusses slow learners, who are defined as students whose mental abilities fall between 70-85 on tests but do not qualify for special education. Slow learners struggle academically and tend to have difficulties with interpersonal skills, goal-setting, and problem-solving. However, they often excel at hands-on and repetitive tasks. The document outlines challenges slow learners face and strategies to help them succeed, such as differentiating instruction, introducing content in small chunks, associating academics with physical activities, and using repetition and review techniques. It emphasizes adapting to slow learners' needs rather than focusing on testing or achievement standards.