ABSTRACT
School certainly plays an important part in teaching and helping socially handicapped children, but the child needs to be sufficiently confident in the teacher before he can benefit from the experience. The general teaching plan started from gross motor experience and led on to use fine motor skills and symbolic expression. Children whose social handicaps are due to their membership of a delinquent family are only mentioned in passing, because they are not handicapped in the same way as other socially handicapped children. It is particularly difficult to gauge what the children were able to do before coming to special school because of their fragmented learning and their variable performance. Skills which can be expected at the next stage of development show what a wide range of work and experience needs to be offered in order to consolidate the existing, fragmented experience of the children into a useful whole.
