ABSTRACT
The recent Advisory Committee on the Supply and Education of Teachers recommendation that all resource teachers should have prior training and experience as ordinary teachers is very much influenced by this consideration. It is evident therefore, that the kinds of specialisation required of resource teachers will have to be acquired through in-service education. Within the overall model of service delivery, one can identify the following group of education personnel, whose function and roles imply a requirement for in-service education. The further training of teachers to meet the special educational needs has therefore also to be considered in context. The formulation of 'ordinary' and 'special' provision in the Act also, by implication, affirmed a relative and interactive view of special educational needs. The new legislation's affirmation of the relative and interactive view of special educational need produces problems for administrators. Children may require special provision in one setting but not in another, at one time, but not at another.
