ABSTRACT
Comprehensive schools differ markedly in the way they organise their remedial teaching. Some, like Bridgewater Hall described in ‘Towards a School Policy for Remedial Provision’, withdraw children for relatively brief periods of special help from ordinary mixed-ability classes. Others teach children they classify as Remedial’ in separate class groups. Chalkway school, at the time of this case study, was contemplating a change in its organisation from a system based on separate classes to one of ‘supportive learning’. In what follows we have given an account of the views held by children in the school’s first year remedial classes and mixed-ability groups about their position in the school, and then gone on to describe the changes in remedial organisation.
