ABSTRACT

This chapter examines the role of developmental theories with respect to teaching practices in special schools for mentally handicapped children. It argues that theories of normal development have failed to provide a useful platform for intervention strategies in special schools. The chapter begins with a review of the 'theory to educational practice' literature in relation to theories concerned with language acquisition and the development of logical thinking. It considers the role which research traditionally plays in the generation of curriculum innovations and the mechanism by which such innovations are made available to practitioners. The chapter explains that child development theories can provide a template for teaching normal developmental sequences and the neglected role of psychological processes, both in relation to research and educational practice. It ends with some comments regarding the future direction of research if teaching in special schools is to be based upon a firm and appropriate theoretical foundation.