ABSTRACT
The programme constructed for Robert included opportunities for experiencing a sense of achievement, physical development, fitness, motor skill, social development and work in other curriculum areas. One of the major considerations in the construction of a programme of motor education for a physically disabled child is that allowances must be made for the rate at which children develop. Throughout the motor programme Robert would be encouraged to speak more slowly and clearly, particularly when excited. The social development of children with cerebral palsy must be considered within the context of their own neighbourhood. These children were experiencing difficulties with classwork and also in physical activity. Children often behave differently in their home situation and it would have been interesting to make comparisons. Like many children with cerebral palsy, Robert experienced strong, easily aroused emotions such as frustration, stubbornness, anger and depression. Children’s balancing skill can often be masked by lack of confidence.
