ABSTRACT
This chapter explores some of the issues, with their origins in classroom practice, that continue to provoke debate and prompt development. It is in the classroom, after all, at the interface between teacher and learner, that real development begins and ends. It is appropriate that outside influences should impinge upon these processes. All members of the school community, governors, parents, staff and pupils, should have their say in the creation and ratification of policy. But, in the end, schools are really all about teachers, learners and the curriculum that is an expression of the work that they do together. Many practitioners now contend that the National Curriculum has led to a broadening of the whole curriculum for pupils with SEN, both in terms of knowledge, skills and understanding and in terms of the learning processes themselves.
