ABSTRACT
Cerebral palsy children comprise the largest number of the physically disabled in need of special education. Other sub groupings include epilepsy, diabetes, chronic medical illnesses, muscular dystrophy, spina bifida, hemophilia, sickle-cell anemia, and various cardiac conditions. Mainstreaming of the physically handicapped student does provide experiences that are beneficial. As students in a regular normal class, the physically handicapped would not lose instructional time due to specialized programs and they would learn to cope with stressful situations and relationships. The educational programming for physically handicapped children needs to involve special educators, psychologists, doctors, social workers, physical therapists, and speech and language therapists. The goal of educating these individuals should include the mastery of daily living skills, self-awareness, academic growth, and interpersonal relations. The primary role of the teacher working with the physically impaired should be that of a supportive and accepting educator, neither patronizing nor inflexible.
