Independence for the physically disabled

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Abstract
Summary The difficulties in giving even relative independence to handicapped children are reviewed. A compromise has to be worked out between too much and too little independence. The personality of the child will be a governing factor, but there are many environmental influences. Not least among these are the attitudes of the parents, and to what extent they accept the handicapped child and encourage self‐reliance. Education must be realistically based on the child's ability and likely potentials on leaving school. Acquiring daily‐living skills may be as important as academic qualifications. More needs to be learnt about the balance between independence and over‐protection, and the success of management for an individual child can only be judged when maturity is reached with adequate self‐confidence, and a maximal ability to compete in the adult world.

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