ABSTRACT
This chapter discusses the ways in which individual schools, assisted by the I.e.a. through its stated policy and through its support services, plan effective work with children with special needs. It gives some emphasis to provision for children with learning problems. Galloway and Goodwin reviewed early American studies suggesting that the educational progress of slow-learning children was better if they remained in ordinary schools than if they transferred to special schools. Class teachers and subject teachers are sometimes only too eager to pass responsibility for a child with learning or behaviour problems to the special needs or remedial specialist. There seems little doubt that children frequently make quite rapid progress when they receive part-time 'remedial' help. Although full-time 'remedial' classes have often been seen as part of an ordinary school's provision for its pupils, they may have incorporated many of the characteristics of the separate special school.
