ABSTRACT
This chapter explores the debate that has arisen about what constitutes an appropriate curriculum for pupils with learning difficulties. It considers the definition of the whole curriculum, the role of subject areas within it and how subjects are themselves defined and have been redefined in the light of the National Curriculum. The issues as to which other curricular areas are included and the role of these areas within the whole curriculum are discussed. The review and redefining of the curriculum must therefore recognise the unique contribution made by therapists to the overall programme for each pupil. Activities presented by staff other than teachers such as physiotherapy, speech therapy or aromatherapy are given high priority in some schools. To label these as extra-curricular would be misleading in terms of their perceived importance and the time allocated to them. The cross-curricular elements provide reassurance that the curriculum should not focus purely on academic subjects.
