WORK
ACCEPT THE CHILD’S WEAKNESSES
AND DEVELOP HER STRENGTHS
Children with certain areas of weakness or disability often also have other areas of
strength or ability. When deciding what work skills a child should be helped to develop,
it is generally wise to pick those in areas where the child is strongest. For example:
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A child who
is mentally
slow but
physically
strong...
. . . may be
happier and
do better
at learning
certain
physical
skills . . .
. . . than at
spending a
lot of time
trying to
learn
mental
skills.
He will probably
make a better
farm worker
than a writer or
bookkeeper.
A child who
is physically
disabled but
has a quick,
intelligent
mind...
. . . may be
happier
and do
better
learning
mental
skills...
. . . than
trying to
learn
physical
skills
that will
always be
more
difficult
for her.
She may make
a better health
worker or school
teacher than a
farmer or grain
grinder.
A child who
has weak
legs but
strong arms
and hands...
. . . may be
happier and
do better
learning
manual
skills . . .
. . . than
trying to
learn
skills that
require use
of his legs
and feet.
He may make
a better
sandal maker
or welder
than a field
worker.
A child who
cannot see
but has a
good sense
of hearing,
touch, and
rhythm...
. . . may be happier and
do better learning
skills that depend
mainly on hearing and
touch . . .
. . . than
trying to
learn jobs
that are
much more
difficult
without
eyesight.
He will probably
make a better
village musician
than a goat herder
or hunter.
CAUTION: It usually makes sense to help a child develop specialized work skills in the areas where
she is strongest. But it is also important for her to develop self-care and daily living skills as best
she can, even though this may be difficult. Thus the child who is mentally slow needs to learn basic
communication skills. The girl with spasticity needs to learn, if possible, how to prepare food and keep
house. The weak-legged boy or blind child needs to learn how to get from place to place.
disabled village children