Abstract
N DIFFERENCE whether a child's defect be one that impedes his speech, walking, seeing or hearing; denies him the love and guidance of his mother and father; causes him to learn more slowly than other children; or reveals him as having unacceptable behavior patterns requiring unlearning, there are presented in these case situations urgent educational and social work jobs that must be done surely and well. The earlier these efforts are begun and the closer they are tied to the child's own home, the more likely the chances are for him bettering his own developing self and, also, the community. This article sets forth practical suggestions for accomplishing this goal. Each of the points chosen for emphasis here has, in itself, considerable significance, both singly and collectively. When considered as a whole, there appears a new, qualitative value that can have even greater influence in solving this important social problem. All of it relates to the way children with defects are thought of, and what society plans today to do in their behalf.
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