ABSTRACT
In the majority of classrooms within the mainstream sector, class teachers take sole responsibility for their pupils for much of the time. On the other hand, this situation is rare in most special schools. Although partnership teaching is uncommon, except during periods of appraisal or innovation (Newman and Rose 1990), most special school teachers are supported by at least one additional adult for most of the working week. In some cases these adults will be qualified nursery nurses or classroom assistants with additional training. However, they may equally be unqualified care assistants or volunteers. In such instances, as Mason (1978) points out, it is the head's responsibility to make sure that they are given sufficient training to enable them to do their job effectively.
