The special subject works concern in finding out the physical disabilities; when the deficiency isn’t found out in time, the special medical attendance is difficult to be used.
Lacking other handicaps, the children having such deficiencies may have normal intellectual abilities, the motor disabilities are not in a direct connection with the intelligence; but, due to the special situation, the child with physical handicap is more vulnerable than the child who does not have it. The educator must create the environment where the child can differentiate his experiences and structure his personality.
In the comprehensive school, the educational activity focuses on the child. Accepting the normality of the differences between people, the educational system, requiring the adaptation at the
child’s needs, must include and develop programs of re adaptation that may facilitate the personal independence. Re adaptation implies an ensemble of measures to guarantee the physical and psychological comfort. The person with deficiencies must be educated to use the compensated mechanisms and to develop his own disposal forces.
For being successful in the activity with these children, the educator needs, as for all the other children with special needs, to collaborate with the family, having an empathetic attitude of those who interact with them, so these children can reach a high level of development, being able to accept the handicap and to get the necessary abilities for passing the obstacles and for having an autonomous life. Only the fact of being together with normal children, lacking an efficient support, can not increase the success and diminishes it.
The objectives and the used ways for ensuring the integration of these children have to be included in an individual project adapted to the needs, possibilities of each one, the family being involved in creating this project and informed about the child’s evolution. When special measures are required like semiprotheses and prostheses, the family will be counseled for using these prostheses individual adapted.
The main problems regarding the school integration of the child with physical handicap regard: his transport to school, the use of the writing instrument for those with important prehensive problems, the choosing of the accessories that allow the acting for improving the normality of the muscle tonus, in case of those with motor disabilities.
It is recommended to include the children with such a handicap, stimulating the school performances in accordance with the common requirements helps their acceptance by the normal children. This has the positive result of protecting them in the ordinary social groups.
The schools must built platforms for the access of the children in wheeled- chairs, the stairs must have special mechanisms for going up, or in the absence of these, the classes where these students study must be placed at the ground floor, the toilets must have special cabins.
For the children unable to be transported, school assistance is ensured at home, during the comprehensive education, in accordance with the parents’ requirement, after a complex multidisciplinary analysis (psychological, medical, and social assisted), the educational inspector decides the integration of these children at the nearest school or at another one.
The problem of the school integration for the children with disabilities is not the exclusive task of the Ministry of Health and the Ministry of Education, or the teachers’, it is the responsibility of the entire society. We do not refer only to the children whose school performance is hindered by the disabilities. The aim of “A school for everybody” must include all the disadvantaged physically, psychologically or socially.
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The special subject works concern in finding out the physical disabilities; when the deficiency isn’t found out in time, the special medical attendance is difficult to be used.