ABSTRACT
Physically handicapped children are often confused by problems which refer to spatial orientation. When there is a physical handicap, the emphasis of early teaching plans should be on developing the baby's anticipation of details in the sequences of actions and involving him actively in the progress of actions so that he learns to observe in a differentiated manner. Handicaps which interfere with the control of voluntary movements impose special conditions on early development and on early learning experiences, which do not apply to other handicaps. For physically handicapped babies there are some movements which are mainly passive, such as straightening paralysed limbs, correcting the posture of the trunk, and some movements for the head and neck, and these need expert guidance from a physiotherapist. There are many physical handicaps which can interfere with development during childhood, but not all of them disrupt the learning process.
