ABSTRACT
There will be a number of children who do not make satisfactory progress, in spite of remedial teaching and support over the long term. This is estimated to be around 2 per cent of the school population and represents those experiencing the most severe, long-term or complex needs. Their identification, assessment and the eventual level of help they are provided with will vary according to a number of circumstances, the most significant of which is the school they are in and its approach to providing for special educational needs. The level of teacher expertise and resources available, including voluntary help, the needs of the child and the support parents and others are able to offer are also significant.
