Introduction

This chapter considers some of the practical issues relating to the educational provision for mentally handicapped children and the creation of language learning experiences in schools. In special schools, as in other schools, language is the principal vehicle for communication between teachers and pupils and is thus central to the process of education. Warnock suggested that provision in special schools would continue to be needed for, among others 'children with severe or complex physical, sensory or intellectual disabilities who require special facilities, teaching methods or expertise that it would be impractical to provide in ordinary schools'. For example, in special schools there are numerous experiences to which children are exposed during a school day which may be beneficial in terms of language acquisition. In addition to providing a setting for children's learning, special schools are characterised by an organisation and a set of procedures with enable the teachers and auxiliary staff to plan and coordinate their activities.