The author presents a follow-up study of 34 children with cerebral
palsy. Eight years previously 23 of these children were attending a special
school for handicapped children, and 11 were attending regular schools. The
author evaluated the children and their families through formal and
informal interviews and by administering parent and teacher rating scales
of the children's behavior. He found that the development of these children
between the ages of 10 and 14 was highlighted by their increased awareness
and their parents' awareness of the permanence of their handicap and their
consequent search for personal and, ultimately, occupational identity and
their parents' emotional withdrawal.
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