Special educational needs: rhetoric and reality

Abstract

This paper reflects current concern in the UK over the plight of existing legislation as it impacts on children with learning difficulties. This latter term has tended to become synonomous with ‘special needs’ in so far as the significant Act of 1981 uses both formulations in its text. Intended to represent a major step forward in the provision of child centred services for individuals with learning impairments, or such other disabilities as might impede their educational development, current practices at Local Authority level, and at individual school level are proving to be of substantial concern. Recent argument is becoming increasingly directed towards the need for fresh formulation of the conceptual basis of ‘special education’. It is argued here that such a development would have no greater chance of proving efficacious than existing conceptions: major difficulties lie in the competency and knowledge base that teachers work from, coupled with a developing tendency for schools and LEAs to view learning support services as the most vulnerable to budgetary restraint.

Key words:

• Special education needs. Effective thinking