Editing A special child (section)

== Main Principles of the Method ==
In a response letter to Dr. Robert Wilkes from a hospital in Coney Island in 5739 (1979), the Rebbe directed six fundamental points in treating this phenomenon:

# Social workers, teachers, and anyone working with children who have developmental delays should approach their work with the assumption that the delay is not a permanent condition, but only a temporary disability, and that there is a chance for significant improvements as time passes. It's important not to focus only on experts' statements and forecasts, but to believe in possible progress and take an optimistic approach. This approach is essential for successful treatment, especially in light of scientific advancement and human knowledge, which can lead to significant improvements in this field as well.
# This approach is important not only for social workers and teachers but also for the children themselves. Children should be encouraged to believe that their difficulty is temporary, and that through joint effort with educators, their condition can improve. They need to feel confident that they are not "hopeless cases" but can progress and improve with support and guidance.
# However, one should avoid exaggerating expectations or making excessive promises. Children should be given realistic encouragement, as false hopes can lead to disappointment and destroy trust. A balance must be found between encouragement and maintaining realistic expectations, so that positive motivation can be maintained over time.
# As part of the optimistic approach, one should think of ways to integrate children in roles of certain leadership, such as team leaders or group leaders, without arousing jealousy among other children. This can be done through a selection process that considers seniority, achievements, or exemplary behavior, while being careful to prevent negative competitiveness.
# Regarding initiatives for "group homes" for children with developmental delays, it should be understood that they have both advantages and disadvantages. It's important to balance group living with the need for family belonging. Just as students spend part of their time in a group environment (such as school or boarding school) and part of their time at home, children with developmental delays also need the personal support of their family alongside their shared time with the group. An individual assessment should be made for each child to provide the most suitable environment.
# The specific Jewish needs of the children must be taken into account, especially when dealing with Jewish children with developmental delays. Often, insufficient attention is given to these needs, and they should be an integral part of the therapeutic and educational process, with the aim of preserving religious values and providing them with the necessary personal and value-based support.