ABSTRACT
Throughout the past decade, SLD schools – the same as all other schools in the country – have been subject to a plethora of change. Since the landmark legislation of ERA88, successive governments have implemented educational reform after educational reform, targeted mainly on raising standards in academic achievement. Although the bulk of educational reform has been concerned with the raising of standards in mainstream schools, the demands for change have extended to include all sectors of education, including the SLD sector. Unfortunately, the needs, rights and aspirations of pupils with SLD/PMLD have not often been at the forefront of the thinking for this.
