ABSTRACT
Fragmented learning is also reflected in the art of mentally handicapped children whose drawings and paintings tend to retain the lack of coherence, schematic presentations of details and disjointed part-whole relationships characteristic of the art of very young children. Fragmentation of experience, and therefore of learning, is another secondary result of being handicapped and is complementary to the secondary handicaps outlined. Fragmentation only occurs, however, when actions are brought to a halt by an obstacle due to the handicap and when the next phase of an action is performed by someone else. The learning of physically handicapped children is fragmented for other reasons. The fragmented learning of handicapped children calls for specific educational plans to bridge the gaps in their learning experience. There are many experiences which only become possible for handicapped children when they are helped to compensate for their disability. Motor experience is part of a progressive development when simple skills are combined into more complex sequences.
