ABSTRACT
All through this book we have been concerned with aspects of management in special education. Training in this area is relatively new, in fact any training in education management for practising teachers has only recently become available and much of that is aimed only at headteachers (Freeman and Gray, 1989). There is very little for those who work in the classroom, which demonstrates how little we recognise that management issues are important for all professionals, particularly as organisations are generally moving towards a more democratic way of working and everyone is expected to contribute to organisation development in some way.
