ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book highlights the great variety of ways in which the different facets interact. It illustrates the first of the interpretations in a context of what she calls a 'high level of under-achievement', in an 'economically depressed' area. Charles Weedon in discussing pupils whose difficulties are not severe enough for them to have a record of needs, has argued that existing curricular arrangements in Scotland do not provide enough flexibility even for these pupils. The book draws the Warnock's acceptance that special schools would continue, though most children with special needs should receive their education in mainstream schools. It argues that it is the policy of tying resources to individual statemented children that has encouraged teachers in England to think in terms of deficits within the child rather than of supportive provision.
