Interferences in psychosocial development of seriously health-impaired and physically disabled children. Educational implications.

Abstract

Improvements in neonatal care and medical intervention have dramatically increased the number of seriously health-impaired and physically disabled children who now survive to enroll in elementary and secondary schools. Investigation into the post-secondary status of those populations reveals that few of them are employed or living independently. Some researchers have recently found that the disappointing status of these individuals correlates more significantly with psychosocial factors than with intelligence or severity of the disability. This paper describes the circumstances which typically surround children with serious chronic illness or physical disability in the context of Erikson's stages of psychosocial development and suggests strategies for educators regarding the social development of such individuals during the elementary and secondary school years.