ABSTRACT
This chapter explores some of the issues and tensions in adopting an aim of autonomy in relation to the role of the teacher, the selection of educational priorities and the development of meaningful contexts for learning. By the more farsighted, the development and extension of autonomy has been put forward as one of the main aims of education for pupils with severe learning difficulties. Education is usually viewed in terms of preparation for the future, with the curriculum being formulated within the guiding philosophy of a set of aims. If education is, at least in part, about empowering the pupil to achieve autonomy then the teacher in a sense loses power. In enabling the pupil to take control the teacher is relinquishing control. Developing the pupil's ability to make choices is an important extension of the capacity for enjoyment. It is a vital achievement on the pathway of achieving autonomy.
