ABSTRACT
The mentally handicapped are accepted as pupils who, like any other children between five and sixteen years, are entitled to attend school and receive a broad, balanced, relevant and differentiated education. The pupils can be assessed and monitored, priority and general areas of learning can then be defined and whilst teaching occurs, the child's response and performance can be recorded. Having developed a curriculum document the process of Assessment, Programme Planning, Recording and Evaluation will then apply to any intervention. With cross curricular elements permeating the whole curriculum, subjects are identified and divided into Attainment Targets which are subsequently expanded by Statements of Attainments in up to ten age related levels of achievement. Intervention then incorporates Assessment, Programmes of Study and Schemes of Work. A variety of published curricula models subsequently provided the basis for expanding curricular content and intervention.
