ABSTRACT
The education of all children is fraught with contradictions. Educators often espouse a liberal, romantic view of education in which the development of the potential of each child is seen as their central aim. But they also prepares children for the harsh realities of the labour market which for many may involve a life far removed from the flowering of this potential The role of state secondary schools is inextricably connected with the reproduction of a stratified labour force in terms of inculcating discipline and differentiating students on the basis of skills expectations, training and qualifications. But, although they may not have the obvious trappings of examinations, schools for mentally handicapped students have to construct and come to terms with the economic position of their students no less than other schools. The following case study, adapted from material collected by Peter Beresford, Suzy Croft and Patience Tuckwell, looks at one ESN(S) school and examines contrasting philosophies involved in attempting to provide an education suited to the needs of individual students whilst preparing them for a life after school
The school from which the information for this case study was obtained was described by its local assistant education officer for special education as ‘typical of ESN(S) schools in the country’. It has seventy students of both sexes ranging in age from 3 to 19 years. Most of them come from the surrounding city. There is a separate secondary unit for five autistic students and a special care class for the twelve most severely handicapped children, described by the headmistress as ‘severely mentally and physically handicapped, needing nursing as well as teaching’.
