ABSTRACT
Care refers to protection and nurturing. While it is clearly an aspect of provision for all children and young people, care may have particular implications for pupils with disabilities/disorders. A balance is found that provides the necessary care yet encourages independence and autonomy. For pupils with profound cognitive impairment, the care aspect of provision may include help and support with personal care, feeding, personal hygiene and so on. For children in a residential special school, care is also associated with provision after school when children may stay in group homes on the premises. Members of staff providing for children after school in a residential special school are sometimes called ‘care staff’. In this context, one may speak of residential care and education (e.g. Care Commission and Her Majesty’s Inspectorate of Education, 2007).
