The article begins by presenting various definitions and classification systems for mentally retarded children, as well as the prevalence of behavioral and psychiatric disorders in this group. After a discussion of the term 'social competence', Dodge's 'model of social exchange in children' is transferred to the context of mentally retarded children. According to this new, hermeneutically-developed model, difficulties in processing social information prevent mentally retarded people from developing an adequate repertoire of behavior. Problems in social behavior can thus be explained, on the one hand, by deficits in the behavioral repertoire. On the other hand, such behavior disorders are directly linked to problems in processing social information. A misinterpretation of a social situation results in an inappropriate reaction. This model is compared to the much-discussed AAC concepts. Finally, it is shown that the debate about coeducation of mentally retarded and non-mentally-retarded children includes a discussion of the development of a universal pedagogy, a concept which would mean the end of special support services for the mentally retarded. When applied specifically to the issue of coeducation, the model presented in this article clearly shows the problem with discontinuing special services for mentally retarded children.