ABSTRACT
In the first chapter of this book it was seen that special schools have long had a central role in the education of children with visual impairments. There are conflicting views about the role of special schools. Dessent (1987) wrote that ‘Special Schools do not have a right to exist. They exist because of the limitations of ordinary schools providing for the full range of abilities and disabilities among children.’ Conversely, others argue that special schools will continue to play an important role in the range of provision to meet special educational needs. This chapter will explore some of the issues facing special schools and will consider both the general and the specific skills demanded of teachers who work in special schools for children with visual impairments.
