ABSTRACT
A major complication in outlining the historical development of attitudes and educational provision for pupils with severe learning difficulties is the changing terminology. Pupils with severe learning difficulties are not part of a discrete group unless society makes them so. Pupils may be helped not only to take their rightful place in the community, but to contribute to a society which in the past has rejected them. In order to teach pupils with severe learning difficulties effectively, it is necessary to recognize the major historical influence on their education and management. The documents issued by the National Curriculum Council in 1989 provided more hopeful indicators in the apparent confirmation that pupils with severe learning difficulties should be able to take part in the National Curriculum. Pupils in special schools may more easily participate in educational activities with their mainstream peers, discussion between teachers now having a common framework.
