An intervention strategy for children with developmental problems

In a program for primary grade children with developmental and perceptual difficulties, children met daily with a specially trained teacher in their own school to form a consistent meaningful group while they continued as members of their regular classes. To combat the destructive negative self-image of such children, the teacher and group stressed acceptance, openness, informalitym and success. This, plus the program's esteem in the eyes of the child, seemed to affect the child's sense of his own worth. Continual in-service training and sharing of teacher experiences were stressed. The teachers' facility for relating to the child was considered to be more relevant than the technique utilized.