ABSTRACT
This chapter is concerned with ways in which therapy for children with learning difficulties can be integrated into mainstream educational provision. Christopher Robertson discusses how good practice can be developed and how mainstream schools might use the knowledge and skills associated with specialist practice in ways that move beyond simply ‘transplanting’ expertise. At the centre of the approach outlined is the perspective of the child, rather than his or her needs as perceived by therapists and teachers. It is also argued that this approach needs to be underpinned by systematic policy and planning at national, regional and local levels.
