ABSTRACT
This chapter is concerned with the development of a language intervention strategy for mentally handicapped children — the Derbyshire Language Scheme. From an emphasis on the use of expressive language, the teaching had increased in range to include comprehension skills, referential communication skills and other abilities needed for competence in communication. Research on child development and education tends to have a slow and sporadic effect on teaching practice. The chapter describes the original strategy, reformulations in the approach, the mode of dissemination and the problems associated with it. It suggests that the original guiding framework was seen as provisional, adaptations being made when either the techniques which were used seemed ineffective, or the results obtained were judged by use as inadequate. In attempting to develop remedial techniques the practitioner experiments with different approaches, and the results of the process may lead to a total shift in theoretical orientation.
