EDUCATION OF CHILDREN WITH MILD NEUROLOGICAL DYSFUNCTION1 1Delivered at the XIII Biennial Congress of the Australian Physiotherapy Association, Brisbane, August, 1973.

As one who is involved with the educational planning of children with disabling conditions, I am very conscious of the significance of the theme of this conference. Much of the work I have to do is involved in centres where a range of professionals have great responsibility in the treatment of children and where lines of communication are well-established, bridges are easily built between the professional islands. The greater cooperation and team work between professions working with children has had a marked impact of the understanding of children with special problems. A quick glance through the literature on special education reveals the contributions of disciplines outside education