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Abstract Like all children, those with a history of neurological problems must face the challenge of school. For some, school entry may need to be delayed beyond the normal period because of hospitalization or remedial needs; for others, schooling may be limited to classes with learning assistance, special education classes, or special schools. What constitutes school readiness in children has been a long standing topic of concern among educators and child psychologists. In his discussion of psychobiological influences on school readiness, Kohen-Raz (1977) outlined three aspects: (1) intellectual maturity sufficient to handle the first grade curriculum; (2) emotional emancipation from parents, leading to an in creased openness to interact with agents outside the family; and (3) control over affect and impulsiveness to the extent that the frustrations and demands of school can be handled. The child is considered prepared for school if these three conditions are met between the age of 5 to 7 years.
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