ABSTRACT
This chapter suggests that working with children who all too often have a marginal role in ordinary schools can shed light on central issues like individual children's needs and effective classroom management. It argues that despite its flaws the Warnock Report presents a useful starting point in the consideration of these children. According to the most Committee of Enquiry into the Education of Handicapped Children and Young People, the Warnock Report, as many as 20 per cent of the child population could be deemed to have "Special Educational Needs" at some time in their schooling. Many more of the children in special schools have "severe" learning difficulties or "moderate" learning difficulties. According to Warnock most of the children with "special needs" go to ordinary Primary and Secondary Schools. It has been argued that insofar as all children are individuals, no child's needs can be any more "special" than any other's.
