ABSTRACT
The concept of 'special educational needs' was warmly received when the Warnock Report was published. The Warnock Report chose to focus on the educational implications of handicap rather than its causes. In order to provide children who have difficulties with the basic skills with a liberal education, their special rights would have to be extended. As a corollary to a co-ordinated special educational policy within the school, co-ordinators and other teachers from range of schools could get together to form Warnock Action Research Groups. Closer co-operation between lower school curriculum groups might make special classes redundant there and, given an effective support group, it may be possible to disperse the 'non exam' group. An intensive school based in-service course could be mounted, based on the actual school setting and proposals for curriculum development, tailored to the actual teachers' capabilities. The remedial teacher is forced to drop needs statements and return to more fundamental concepts like social justice and social obligations.
