chapter  3
MLD and inclusion
Curriculum, teaching and inclusion issues
Pages 28

This chapter focuses on a range of issues relevant to the education of pupils, which identified as having moderate learning difficulties (MLD). It considers who goes to special schools designated for MLD, whether there is a distinctive curriculum and teaching approach for MLD and what the principles are of inclusion that are relevant to this diverse group of pupils. The chapter explores policy issues and practices in LEAs in the context of the Government's commitment to inclusion, as well as what happens to pupils with MLD when they leave school. In the general differences position, pedagogic needs are informed by common needs and group-specific needs, in this case it would be the MLD group, and then adapted to unique individual needs. The Warnock Committee noted that young people with special needs were often unemployed or under-employed but that those with MLD were able to hold down a job with minimal extra support.