In the Swim By Dennis M. Bowden this country all children now the opportunity of receiving an education suitable to their age, aptitude and ability. The 1944 Education Act recognised that some children, because of their extremely slow rate of learning and subsequent backwardness at school, needed very special educational treatment. These slow learners attend schools which are geared to the needs of the education-
intelligence and resultant slow rate learning, skills in all subjects must
INhave
^
up of self-confidence refleC itself in work in the classroom.
building
ally subnormal. Favourable
?
broken down and each part taUg | carefully, step by step. In phys,c education children can see their Pr gress more clearly. This gives the great personal satisfaction. Small sU cesses lead to greater ones, and
Stigma
of E.S.N.
agility, criC Re1,,{ football, athletics, camping, and most profitable, swimming, E-Sj In basic
comparison
While special education for these children has made great strides in the last decade, often too little emphasis is placed upon the value of their physical recreation. Much can be achieved in this field, for physically the E.S.N, child often compares favourably with his more intelligently endowed brothers. John aged 12, cannot yet read and has an T.Q. of 65, but he can run as fast as Harry who has just entered grammar school. A well-planned, all the year round, adventurous and encouraging programme of physical education will help develop the total education of the E.S.N, child. Effort in the swimming pool, gymnasium and on the playing field not only fosters strength and stamina, co-ordination, poise and balance, but assists intellectual, emotional and social growth. Often, as a result of repeated failure or parents' over-protectiveness, E.S.N, children appear to be fearful of all new situations. This can be overcome if physical education is made enjoyable, for pleasurable experiences tend to lessen tension and help relaxation. To compensate for their lower
vaulting
and
intelligence and resultant slow rate learning, skills in all subjects must
INhave
^
up of self-confidence refleC itself in work in the classroom.
building
ally subnormal. Favourable
?
broken down and each part taUg | carefully, step by step. In phys,c education children can see their Pr gress more clearly. This gives the great personal satisfaction. Small sU cesses lead to greater ones, and
Stigma
of E.S.N.
agility, criC Re1,,{ football, athletics, camping, and most profitable, swimming, E-Sj In basic
comparison
While special education for these children has made great strides in the last decade, often too little emphasis is placed upon the value of their physical recreation. Much can be achieved in this field, for physically the E.S.N, child often compares favourably with his more intelligently endowed brothers. John aged 12, cannot yet read and has an T.Q. of 65, but he can run as fast as Harry who has just entered grammar school. A well-planned, all the year round, adventurous and encouraging programme of physical education will help develop the total education of the E.S.N, child. Effort in the swimming pool, gymnasium and on the playing field not only fosters strength and stamina, co-ordination, poise and balance, but assists intellectual, emotional and social growth. Often, as a result of repeated failure or parents' over-protectiveness, E.S.N, children appear to be fearful of all new situations. This can be overcome if physical education is made enjoyable, for pleasurable experiences tend to lessen tension and help relaxation. To compensate for their lower
vaulting
and
