[Basic formulation of the tasks of special education in rehabilitating the physically handicapped]

Special educational reflexion is directed at, and analyses, the ever specific situation of the child with a physical disability, in order to attain the conditions enabling subjective and intersubjective reality to be formed and stabilized. 'Dealing with the external world' means complex and differentiated perception and internalization, particularly, subjectively relevant and meaningful activity: all this describes the individual learning and achievement behaviour of the child with a physical disablement. 'Achievement' becomes a category of high subjective significance, which requires constant intersubjective recognition. Motor behaviour as an objectifyable phenomenon must be distinguished from personal motor activity, at however limited a level of constitutional and functional motor competency it may occur. Expectation of success, and the avoidance of failure, are intrinsic constituents of educational reality in dealing with a physically disabled child. As Krappmann puts it, the achievement the individual must accomplish as a condition for enabling his participation in communication processes to occur, is designated as the category of identity.