Integration is a further handicap

The education and training of ordinary children is a problem field, but as regards handicapped children it is a field of particular difficulty. This country has a system of special education for handicapped children of which many other countries are envious. Administratively it is based upon the division of handicapped children into ten groups and the provision of special schools for those groups. The largest group, the educationally subnormal, is perhaps the most amorphous. This large group of children share only one feature in common: they are educationally retarded. Our system of special education is backed up by an expert Inspectorate, many of whose members are highly knowledgeable and skilled. The inspection function has been reduced to a minimum, and the advisory and information‐passing function is highly developed. The number of children in special schools is 122,283. The majority of teachers working in this field are specially trained; with the exception of those who teach the physically handicapped, for whom no special training is required.