Warburg M
Child Care Health Dev. 1975 Sep-Oct;1(5):345-9. doi: 10.1111/j.1365-2214.1975.tb00217.x.
The local teacher has the immediate responsibility for the integrated education of the visually handicapped child. He gets frequent information and assistance from the county special teacher who is responsible to the public for the educational progress. When the child has his annual opthalmological examination, his medical history is explained and related to the performance of the child at an informal meeting. At this meeting, the ophthalmologist learns to understand the educational problems and the teachers learn what the pupil can see and the conditions under which he functions. All parties take great interest in the pupil's life after school hours, both as to leisure and to his relations in the family group. The parents are continually informed both by the teachers and the ophthalmologist, and a report of the medico-educational meeting is sent to the child's local physician and local ophthalmologist as well as the National Registry of Blindness.
当地教师对视力障碍儿童的融合教育负有直接责任。他经常从负责教育进展情况并向公众负责的县特殊教育教师那里获取信息和得到帮助。当孩子进行年度眼科检查时，会在一次非正式会议上解释其病史并将其与孩子的表现联系起来。在这次会议上，眼科医生学会了解教育问题，教师们则了解学生能看到什么以及他在何种条件下发挥功能。各方都对学生放学后的生活非常感兴趣，包括其休闲活动以及他在家庭群体中的关系。教师和眼科医生都会持续向家长通报情况，并且医疗教育会议的报告也会发送给孩子当地的内科医生、当地眼科医生以及国家盲人登记处。
