[Cooperation of the orthopedist and educator in undertaking the rehabilitation of the physically handicapped as exemplified by the severely handicapped cerebral palsied child].

The impetus for therapeutic intervention does not emanate from the individual concerned; it comes from his or her family, who, in turn, must be comprised in the care provided, regarding unrealistic expectations, reluctance to assume responsibilities, refusal of "charity", guilt feelings. Service provision in mainstream facilities involves serious hazards for those with severe multiple disability. Medical and educational concerns may run counter to each other. Medical treatment-based impediments for educational care may be hospital stays, surgery, braces, postural devices, extensive physiotherapy, or drug treatment. Among the positive aspects of educator/physician cooperation are the facts that the educator develops a sense for movement therapy considerations, while the physician becomes aware of the importance of educational care, not least in case of profound psychic involvement.