ABSTRACT
Each learning-disabled child is a person with individual strengths and weaknesses. It is only through the exploration which helps the child to learn through his strengths, whilst building up or compensating for his weaknesses. It is important that the needs of these children are recognised by the ordinary school teacher and dealt with in the normal primary school. The desirability of such diagnostic formulation and remediation has been apparent since the 1981 Education Act, which followed on the Warnock Report of 1978 and was an important milestone in understanding and treatment of learning disabled children. The Warnock Report also recommended that the term 'children with learning disabilities' are used as a term to cover those children who are categorised as ESN and those with educational difficulties who are presently covered by the remedial services. There are other important developments in Special Education which have arisen because of the Warnock Report and the 1981 Act.
