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Whatever the case, it is important to consider the local situation carefully. Do not just
follow the recommendations from the outside about the importance of schooling.
Some school situations are better and some are worse than others. So before deciding for
a particular child, look carefully at the good and the bad things about the local school and
consider the other choices.
For the physically disabled child in the rural area, schooling may be especially
important—more so, perhaps, than for able-bodied children. Physically disabled children
often cannot do hard physical farm work as well as the able-bodied. Therefore, they need to
learn skills using their minds, so that they can work or take part in community activities. It
may help them to go as far in school as possible.
In a village, skills learned through schooling can be be more
important for the disabled person than the non-disabled.
Regular school or special schools?
Today, leaders in rehabilitation generally feel that disabled children should attend the
same schools as other children, whenever possible.
For mildly or moderately disabled children this should not be a big problem, if the
parents, school director, and teachers cooperate. In some communities, however, and
especially in rural areas, parents may not even think of sending their disabled child to school.
They may fear that their child will be teased or have too hard a time. And in some places,
school directors or teachers refuse to accept even a moderately disabled child with a quick
mind. Distance and other problems getting to school also add to the difficulties.
Wherever possible, try to overcome these problems. Village rehabilitation workers can
talk to teachers, parents and other schoolchildren and try to work out the best situation. At
times parents may need to organize and put pressure on the schools to change their policies.
In some countries, laws exist requiring government schools to accept and make special
provisions for disabled children. Rehabilitation workers and parents can find out about the
laws, and try to have them enforced. Or they can work to get laws passed if they do not
exist.
Every effort should be made to make regular schooling easier and more enjoyable for
the disabled child. Some possibilities that involve other schoolchildren have already been
discussed in Chapter 47 (CHILD-to-child).
Disabled village Children