ABSTRACT
How children are identified as having a disability/disorder and the provision made for them are central to special education. This chapter describes the classification systems for disability/disorder in two countries; outlines the types of disability/disorder considered in the present book and examines criticisms and justifications of the usefulness of classification. Turning to provision, the chapter explains elements of curriculum and assessment; pedagogy; resources, therapy and organisation in relation to learners with disabilities and disorders. Relationships between classification and provision are then explored leading to a consideration of evidence-based practice and other matters.
