ABSTRACT
Social education covers activities which represent a much broader range of concerns than is frequently recognized in the classroom. The educator must take considerable responsibility for providing or producing an environment where the child can grow and accelerate his development. In most children, play develops readily but many handicapped children need to be taught how to play. Clothing and dressing skills are areas which often present difficulties for the handicapped child. The skills of reading, comprehension, mechanical arithmetic and their social applications are frequently taught to the slow learner during the adolescent years. After the development of basic preschool concepts a number of formal educational skills are taught. Many handicapped children have difficulty going from home to school, particularly when the special school or training centre may be some distance from home. Much of the play equipment normally available to children seems largely inappropriate. Content tends to be designed for younger children, socially, older handicapped child may have adolescent interest.
