ABSTRACT
The concept of normalization, seen as a basis for current service development, has been defined in various ways by different people. Among members of the general population, both age-appropriate and, on occasion, non-age-appropriate activities are considered to be acceptable. The relationship between various 'age-appropriate' practices and outcome in terms of social acceptance and respect, although largely credited as positive, has also not been verified empirically. For young children with learning disability, there is generally no problem in applying an approach which advocates developmentally-appropriate activities since it does not conflict with age-appropriateness. Programmes in schools for children with learning difficulties went through a period in which a 'directive and teaching orientated' style was paramount in an effort to produce proficiency in skills aimed at maximum autonomy. Teachers are now generally far more aware of the benefits of an interactive teaching style: one which involves the child and young person in their own learning.
