A note on the school problems of brain injured children.
The school difficulties of brain injured children are greater in the first and third classes while in the second class they are mostly reduced. Both subjective and objective causes of this phenomenon are discussed. At the beginning of the first class subjective difficulties of the child, connected with the transition to organized collective school-work, prevail. Later, more objective conditions--the demands of the school curriculum--begin to interfere. For the pupil of the second class mere attendance has become a commonplace. As to the subject matter, it is mostly a repetition and brushing up of the material taken in the first class. The new difficult subject matter in the third class requires a great deal of drill. This overtaxes the attention, mechanical memory, and patience of the brain injured pupil. He is supposed to be fully responsible for his difficulties and reacts with neurotic symptoms and behaviour disorders. The temporary solution of the problem lies in the individual adjustment of the teaching program and in the individual help by teachers and parents.
D000124:Achievement; D000223:Adaptation, Psychological; D001925:Brain Damage, Chronic / Q000523:psychology* / Q000628:therapy; D002648:Child; D003479:Curriculum; D004519:Education, Special; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology* / Q000628:therapy