ABSTRACT
Many special schools have traditionally followed the primary practice of having a thematic approach to class or whole school areas of interest. It has been suggested that traditionally special school pupils have had nothing to show for their efforts in school. The science adviser involved in supporting her work was also responsible for supervising the Scheme of Unit Accreditation and he welcomed the opportunity to introduce it to one of the Authority's special schools. Unit Accreditation is a carrot for the kids and an incentive for the staff. Completed units and praise from the assessor gives staff a good feeling. The structure which Unit Accreditation encouraged had taken away his 'professional freedom’. He had attempted to do so during a pilot study but the results were poor due to inadequate equipment and loss of material in a group situation as a result of views being expressed out of range of the microphone.
