ABSTRACT
This chapter aims to the range of provision. The main initiative always has to be within the school although the educational psychologist can guide the discussion and analysis of the problems the school is facing. The tacit assumption of the 'special provision' solutions that problem-behavior is self-generated and susceptible to individual curative measures, is not accepted. Taking an attitude which accepts that the school plays a part— often a major part— in the difficulties it has to solve means that teachers, psychologists and others concerned need to consider how the school system can be modified to minimize the problems themselves. Many local education authorities have long-established provisions for the full or part-time off-site education of problem children; some, notably the Inner London Education Authority, are currently expanding these. A sedulous system of reporting back on the progress of their children ensures that each school remains aware of the whole pattern of development, including the progression back to full-time normal schooling.
