n as they are able to receive and use. Physical handicap, however, need not be essentially disastrous in the same way. It may affect education by closing one of the sensory gateways by which education enters the mind via sight or hearing. In this case, fuller use must be made of the other gateways. The blind or deaf child can receive as full a formal and academic education as the child in full possession of their senses. They will, in later life be unable to engage in as wide a range of activities as the normal child, but they can and should be educated for the fullest possible living within the limited range. Not only do physically handicapped children need special educational needs, so do mentally handicapped children. The mentally handicapped child with an I.Q. between 60 and 75 will therefore be ready to start special education at about the age of seven. His response to it will initially depend very much upon what has been done to prepare him socially, in the home and outside it. There is little question that the teacher has a profound influence on student behavior, achievement, and feelings of self-worth. This interaction is an important factor to consider with handicapped children. The nature and quality of the interaction between teacher and student may be strongly influenced by the teacher’s expectations. Such expectations may be too low, expecting only minimal achievement or little acceptable behavior, or too high, which may cause the teacher to pressure the student to achieve beyond his/her capabilities, resulting in discouragement,behavior problems, or failure. This can cause the student to not want to associate with school at all. Most physically handicapped children are totally dependent on their parents or caregiver. This makes it very hard for the child to get used to any other interaction with other children or adults. The child feels safe, knowing their mom or dad will be there to pick them up and hold them...
