ABSTRACT
This chapter is concerned with pupils who experience difficulties in learning; it seeks to establish principles which might inform policy and planning across the whole curriculum. Much of the recent literature related to 'special education' implicitly reflects constructivist theory (Ashman and Conway 1989, Feiler and Thomas 1989, Gross 1996, Clark et al. 1997) and benefit would be derived from adopting a clearer theoretical framework. The use of a constructivist framework which views the learner within a position of power and embraces all dimensions of teaching and learning would allow educators to articulate meaningfully the ways in which they might provide for children's educational rights.
