ABSTRACT
The effectiveness of the basic remedial model has been open to doubt since the early fifties. Where authority and attitudes inter-relate as they did in the school, remedial education may be more effective than the most promising programmed learning kits. If the social psychological findings of labelling theory make criteria of success for remedial education so important, the research on its effectiveness allows one to determine them. For a few children, even the use of the most humane and sensitive staff for remedial education is only partially effective. Teachers give children from the full ability range short intensive courses in the case of absence or specific learning difficulties in spelling, mathematics and so on. A number of local children had been sent to the Centre to be treated by experienced teachers who were studying for the Diploma in Psychology.
