ABSTRACT
The chapter demonstrates how medical understandings of disability continued to dominate policy and how, in the case of Glasgow, many pupils with learning difficulties continued to be segregated from the mainstream even in an era of supposed integration. It highlights the continuing centrality of intelligence testing as well as the increasing emphasis placed of vocational training and citizenship within special education. The medicalization of special education was further promoted by the development of child psychology and child guidance. The Education (Scotland) Act 1945 empowered local education authorities to establish child guidance services in Scotland to undertake assessment, treatment, prevention, advisory services and research. The Education (Scotland) Act of 1969 made it mandatory to provide such child guidance services. Psychological examinations were also used to provide 'appropriate diagnostic and remedial measures'. Intelligence testing and medical classifications continued to play a significant role in special-school placements. The chapter demonstrates that a problematic segregation resulted.
