ABSTRACT
In this chapter the authors give an account of their approach to the teaching of young adults at Harperbury Hospital School. They describe how they came to question the relevance of a traditional behavioural curriculum for their students who experience very severe difficulties in learning. They indicate, in detail, the approach of ‘intensive interaction’ which they developed as an alternative and explain their theoretical rationale for it. They discuss the ethical implications of the close personal contact which their new practice entails and consider the possibilities for its use in other settings.
