ABSTRACT
We take attention for granted, its work is integrated with the other tools of sense and perception, and it works on different levels. As teachers we become particularly agitated by inattention, but really there is no such thing, it is just that attention is looking elsewhere. To understand how to ensure our special children can use their powers of attention to look, or seek, where we want them to, it will benefit us to take a short tour of its deeper recesses.
