ABSTRACT
The needs of children with learning disabilities may easily be subsumed by the wishes of verbally expressive individuals, usually parents, who articulate these needs for their children. The continued growth of new specialist terminology is evident within the legislation, as demonstrated in attempts to characterise children as 'different'. This is necessary as long as the intent is to provide an enabling framework without disablist stigmatisation and ridicule. Indeed, the concept of normalisation recognises that all children and adults have similar needs, but that those with learning disabilities may require additional help to follow the expected route of others not so disadvantaged. Children with learning disabilities may be dependent on others, and thus have an external locus of control. Behavioural interventions need to recognise this external control, and put into operation a means for redirecting and reinforcing desired behaviours within the individual.
