ABSTRACT
An important contribution to handing over control to people with learning difficulties has been brought about by the examination of cognitive processes by psychologists; ways in which knowledge is acquired and applied in everyday settings. For people with learning difficulties, there is the added complication that behavioural learning theory, which has had considerable influence on special education, does not recognise the person's contribution to the learning process. The possible relevance of the role of cognitive processes which control, direct and regulate other cognitive processes to development of people with learning difficulties is exciting and inspiring. Glenn has shown that even children with profound learning difficulties, given suitable conditions provided by modern technology, can make choices; in this case between sounds, voices and rhymes provided on speakers. Attention to a variety of theories which address early development has inspired many approaches to empowering people with learning difficulties.
