ABSTRACT
The findings presented in the preceding chapters suggest that the majority of PH children in this study, particularly those with purely physical disorders, were well placed in ordinary schools. This was true as regards both their academic and their social development. A minority, most of them children with neurological abnormalities, were only just 'getting by' academically, and would clearly have benefited from more individual and/or specialized help than they were given, although teachers nearly always thought that such help should be given within the framework of the ordinary school.
