Barry C, Garvey C, Byrne M M
Child Care Health Dev. 1975 May-Jun;1(3):179-84. doi: 10.1111/j.1365-2214.1975.tb00010.x.
This paper is based on our experience in the Central Remedial Clinic over a number of years that physically handicapped children do not in general do well in ordinary schools. An attempt is made to delineate some of the problems that may confront a handicapped child of generally average intelligence who attends a normal school. These problems are associated with the following conditions: specific learning difficulties, emotional problems, poor school attendance, large classes, limitations in ordinary teacher training and lack of remedial teachers and other special staff. The need for early and continued psychological and educational assessments is emphasized, and it is suggested that most young physically handicapped children of average intelligence would benefit from starting in a special assessment unit, to ensure as far as possible, correct school placement. This view is not currently held by a number of educational authorities who generally advise that physically handicapped children should go to ordinary schools if possible. We feel that this advice is not always in the best interests of the child. There is need for continuing friendly and informal communications between parents and members of the special school team.
本文基于我们多年来在中央康复诊所的经验，即身体有残疾的儿童一般在普通学校表现不佳。本文试图描述一些可能困扰就读于普通学校、智力一般的残疾儿童的问题。这些问题与以下情况相关：特定学习困难、情绪问题、出勤率低、班级规模大、普通教师培训的局限性以及缺乏辅导教师和其他特殊工作人员。强调了早期和持续进行心理及教育评估的必要性，并建议大多数智力一般的身体残疾幼儿从特殊评估单位开始就读会受益，以尽可能确保正确的学校安置。目前一些教育当局并不持有这种观点，他们通常建议身体残疾儿童应尽可能去普通学校。我们认为这条建议并不总是符合孩子的最大利益。家长与特殊学校团队成员之间需要持续保持友好和非正式的沟通。
