ABSTRACT
At the heart of a sociological analysis of special education must lie a consideration of the special school curriculum. For it is here that beliefs that the special needs of children are being met can be tested, clarified and appraised by an examination of what teachers and pupils actually do in special schools and classes. For this, information should be available on the goals, aims and objectives of special education, on what counts as a special curriculum, what kinds of knowledge and skills are offered or withheld, what activities are organised, what provision and resources are available, what methods are used, and what types of evaluation are employed. Special needs in themselves do not generate a curriculum.
