Special educational provision for pupils with physical disabilities in special and ordinary schools

Abstract

A search of the literature shows it is unsatisfactory to organise special educational provision according to categories of handicap. The thesis argues that. teachers' perceptions of the nature of physical disability affect their recognition of physical, handicaps to childrens' educational progress. The literature, indicates that a, range of educational provision is required to; meet, a continuum of special educational needs. It is argued that Statements written under the 1981 Education Act do not ensure that appropriate, special educational provision is specified for children with physical disabilities. The thesis suggests that the aims of education for physically disabled pupils should not be distinguished from those for children in general, since curricular objectives for all Pupils should reflect’ individual needs. Evaluation of examples of special educational provision shows the, significance of certain resources and features of, organisation for physically disabled pupils. The literature suggests that LEAs, teachers and other professionals influence the range of, special educational provision available for these pupils. The thesis investigates how the 1988 Education Reform Act may affect the appropriateness of special educational provision for physically disabled Pupils in special and ordinary schools. It evaluates the significance of the entitlement of physically disabled pupils to the National Curriculum.