ABSTRACT
In all aspects of the school’s life it is important that the organisational systems which we set up reflect the aims which we are trying to achieve. For instance, if we are trying to promote the skills of co-operating with others, we would clearly be foolish to adopt teaching styles and to organise extra-curricular activities which place emphasis solely on competition between individual pupils. Again, if we are trying to encourage independent study in Year Six we would be unwise to arrange for the sixth form timetable to be one hundred per cent teacher-contact-time. This line of reasoning is no less relevant when we are considering the organisation of support systems for pupils with special educational needs. In developing organisational structures, setting up identification and provision procedures and planning pupils’ activities, we should be clear about the aims which we intend the special needs pupils to achieve and should check back from time to time to ensure that the steps we take are consistent with these intentions.
