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Warnock (1978) Notes on the text
Appendices Appendix 1 List of contributors
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The Warnock Report (1978)
Special educational needs Report of the Committee of Enquiry into the education of handicapped children and young people Chairman: Mrs HM Warnock Cmnd. 7212 London: Her Majesty's Stationery Office 1978
ISBN 0 10 172120 X
Preliminary pages MEMBERS OF THE COMMITTEE
Mrs HM Warnock (Chairman) - Senior Research Fellow, St Hugh's College, Oxford
ASSESSORS Department of Education and Science
Scottish Education Department
Welsh Education Office
Department of Employment
Department of Health and Social Security
Scottish Home and Health Department
SECRETARY Department of Education and Science
The Rt Hon SHIRLEY WILLIAMS MP
The Rt Han BRUCE MILLAN MP
The Rt Hon JOHN MORRIS QC, MP
March 1978 Dear Secretaries of State On behalf of the Committee of Enquiry into the Education of Handicapped Children and Young People, I have the honour to submit our report to you. Our review has been a wide-ranging one, extending well beyond the education service. Our terms of reference required us to take account of the medical aspects of the needs of handicapped children and young people, together with arrangements to prepare them for entry into employment. We have also had regard to the social aspects of their needs, to relations between the different professionals engaged in meeting their needs, to the contribution of their parents and the parents' own needs for support and to the requirements for research and development. We have been very much aware of the continuing financial constraints on central and local government, and have sought to be realistic in making recommendations which would entail additional expenditure. Some of the improvements which we have proposed could be achieved through a redeployment of existing resources; but in formulating proposals for the development of special education to the end of the century and possibly beyond, we have inevitably made some recommendations which would require substantial additional resources. Our priorities, however, are clearly stated. We should like to emphasise that, though our Committee was large, and consisted of members from a variety of different professions, we are unanimous in submitting our report. On a very small number of issues, indicated in the text, there was difference of opinion among us. But these issues were minor. On all our main conclusions and recommendations we were in complete agreement. Throughout our work we have been greatly helped by our assessors from government departments. In particular, we should like to express our gratitude to Mr Michael Walker and his successor Mr Vivian Stevens of the Department of Education and Science and to Dr Esther Simpson and Mr Bob Brown of the Department of Health and Social Security, who have helped us continuously for three and a half years. We are also deeply grateful to Mr John Fish, Mr Alastair Milne and Mr Malcolm Stone of Her Majesty's Inspectorate for their continuous help and advice. Finally, it is a pleasure to record here the debt of gratitude we owe to the imaginative and thorough work of the Committee's two Secretaries, first Mr John Hedger and then Miss Imogen Luxton, who succeeded him half-way through our review. Their skill and patience are beyond praise. To all these, as well as to our co-opted members, and others not mentioned by name we are deeply indebted. Yours sincerely, MARY WARNOCK
CONTENTS
INTRODUCTION CHAPTER 1: GENERAL APPROACH CHAPTER 2: THE HISTORICAL BACKGROUND I EARLY DEVELOPMENTS TO 1870 II 1870-1902 III 1902-1944 IV 1944-1955
V 1955-1977
CHAPTER 3: THE SCOPE OF SPECIAL EDUCATION I HANDICAP IN AN EDUCATIONAL CONTEXT II THE EXTENT AND DIFFERENT FORMS OF SPECIAL EDUCATIONAL NEED
III A NEW SYSTEM TO REPLACE CATEGORISATION
IV A BROADER CONCEPT OF SPECIAL EDUCATION CHAPTER 4: DISCOVERY, ASSESSMENT AND RECORDING I DISCOVERY
II ASSESSMENT
III THE SE FORMS PROCEDURE IV RECORDING OF CHILDREN AS IN NEED OF SPECIAL EDUCATIONAL PROVISION V STATISTICAL RETURNS CHAPTER 5: CHILDREN UNDER FIVE I DISCOVERY
II ASSESSMENT AND RECORDING
III EARLY EDUCATIONAL OPPORTUNITIES
CHAPTER 6: SCHOOLCHILDREN WITH SPECIAL NEEDS: AN INTRODUCTION I RANGE OF SPECIAL EDUCATIONAL NEEDS II RANGE OF SPECIAL EDUCATIONAL PROVISION CHAPTER 7: SPECIAL EDUCATION IN ORDINARY SCHOOLS I THE DIFFERENT FORMS OF INTEGRATION II TYPES OF SPECIAL EDUCATIONAL PROVISION IN ORDINARY SCHOOLS III THE CONDITIONS FOR THE EFFECTIVE PROVISION OF SPECIAL EDUCATION IN ORDINARY SCHOOLS
IV INTEGRATION AND THE LAW CHAPTER 8: SPECIAL EDUCATION IN SPECIAL SCHOOLS I SCALE OF PROVISION II THE ROLE OF SPECIAL SCHOOLS
III ORGANISATION OF SPECIAL SCHOOLS
IV INDEPENDENT SCHOOLS CATERING WHOLLY OR MAINLY FOR HANDICAPPED PUPILS
V RESIDENTIAL PROVISION IN OTHER ESTABLISHMENTS AND HOME TUITION
CHAPTER 9: PARENTS AS PARTNERS I DIALOGUE WITH PARENTS
II A SINGLE POINT OF CONTACT III RELIEF CHAPTER 10: THE TRANSITION FROM SCHOOL TO ADULT LIFE I ASSESSMENT AND CAREERS GUIDANCE
II EDUCATIONAL PROVISION FOR YOUNG PEOPLE OVE STATUTORY SCHOOL LEAVING AGE
III TRAINING, PREPARATION FOR EMPLOYMENT AND SPECIAL MEASURES FOR UNEMPLOYED YOUNG PEOPLE
IV EMPLOYMENT
V SUPPORTING SERVICES
VI SIGNIFICANT LIVING WITHOUT WORK CHAPTER 11: SOME CURRICULAR CONSIDERATIONS I THE NATURE OF THE CURRICULUM
II ASPECTS OF THE CURRICULUM FOR DIFFERENT AGE GROUPS
III THE PARTICULAR NEEDS OF CHILDREN WITH DIFFERENT DISABILITIES
IV CURRICULUM DEVELOPMENT AND IMPLEMENTATION CHAPTER 12: TEACHER EDUCATION AND TRAINING I INITIAL TEACHER TRAINING
II A RECOGNISED QUALIFICATION FOR TEACHERS WITH RESPONSIBILITY FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS III IN-SERVICE TRAINING
IV INDUCTION V FURTHER EDUCATION TEACHING
VI THE ADMISSION OF PEOPLE WITH DISABILITIES TO TEACHER TRAINING COURSES AND THEIR EMPLOYMENT AS TEACHERS VII CAREER STRUCTURE CHAPTER 13: ADVICE AND SUPPORT IN SPECIAL EDUCATION I FUNCTIONS OF THE ADVISORY AND SUPPORT SERVICE
II THE PERSONNEL AND ORGANISATION OF THE SERVICE
III ADMINISTRATION: THE SERVICE IN A LOCAL AUTHORITY CONTEXT
IV IMPLICATIONS FOR STAFFING AND TRAINING CHAPTER 14: OTHER STAFF EMPLOYED IN THE EDUCATION SERVICE I EDUCATIONAL PSYCHOLOGISTS
II CAREERS OFFICERS
III PROFESSIONALS WHO LINK HOME AND SCHOOL
IV OTHER IMPORTANT WORKERS IN SCHOOLS
CHAPTER 15: THE HEALTH SERVICE Al'l"D THE SOCIAL SERVICES I THE HEALTH SERVICE
II THE PERSONAL SOCIAL SERVICES
III JOINT CONSULTATIVE COMMITIEES CHAPTER 16: RELATIONS BETWEEN PROFESSIONALS, CONFIDENTIALITY AND COORDINATION OF SERVICES I THE DISSEMINATION OF INFORMATION
II INTER-PROFESSIONAL TRAINING
III COORDINATION OF SERVICES
CHAPTER 17: VOLUNTARY ORGANISATIONS I VOLUNTARY ORGANISATIONS UP TO THE PRESENT II THE DEVELOPMENT OF VOLUNTARY ORGANISATIONS IN THE FUTURE
CHAPTER 18: RESEARCH AND DEVELOPMENT IN SPECIAL EDUCATION I PROMOTION AND CO-ORDINATION OF RESEARCH IN SPECIAL EDUCATION
II AREAS IN WHICH RESEARCH IS NEEDED III THE TRANSLATION OF RESEARCH INTO PRACTICE
CHAPTER 19: PRIORITIES AND RESOURCES I PRIORITIES II RESOURCES
SUMMARY OF RECOMMENDATIONS APPENDICES Appendix 1: List of organisations and individuals who gave evidence to the main Committee, its sub-committees or sub-groups Appendix 2: Categories of handicapped pupils Appendix 3: A possible grid as a basis for statistical returns Appendix 4: The organisation of the health service Appendix 5: Research project on services for parents of handicapped children under five Appendix 6: Research project on pre-school education and handicapped and exceptional children Appendix 7: Research project on the employment experiences of handicapped school leavers Appendix 8: Survey of the views of teachers in special and ordinary schools on special education INDEX
INTRODUCTION
1. In November 1973 the Rt Hon Margaret Thatcher MP, then Secretary of State for Education and Science, announced that she proposed, in conjunction with the then Secretaries of State for Scotland and Wales and after consultation with the then Secretaries of State for Social Services and Employment, to appoint a Committee with the following terms of reference: 'To review educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspects of their needs, together with arrangements to prepare them for entry into employment; to consider the most effective use of resources for these purposes; and to make recommendations'. The Committee was established the following year and we held our first meeting in September 1974. 2. In view of both our size and the breadth of our terms of reference we decided early in 1975 to divide our work among four sub-committees. The division was as follows: the needs of handicapped children under five; the education of handicapped children in ordinary schools; day special schools and boarding provision; and the educational and other needs of handicapped school leavers. The sub-committees on special educational provision in ordinary and special schools were subsequently amalgamated and a further sub-committee was established in 1976 to consider arrangements for the training of teachers. In addition, small sub-groups met for varying lengths of time to discuss particular topics. These included the curriculum in special education; confidentiality and the flow of information; advice and support in special education; coordination of services; the SE Forms procedure; and research and development. 3. Although our membership covered a wide range of interest and expertise, we felt that we would benefit from the presence on our sub-committees of additional members with relevant knowledge and experience. We therefore co-opted a number of members, to whom we are indebted for their help. We list them below. Mrs M Blythman - Head of the Special Education Department, Moray House College of Education, Edinburgh
4. The sub-comrnittees completed their work by May 1977 and their findings formed the basis of our report. We also took into account the many submissions of written evidence - nearly 400 - which we received from a variety of organisations and from individuals with a personal or professional interest in special education. We invited representatives of some of these organisations as well as a number of the individuals to discuss with us points of special interest in their submissions and we also asked other people with expertise in particular fields to meet us for discussion of specific topics. Those organisations and individuals who submitted written evidence or gave oral evidence to us in full Committee, in sub- committees or in sub-groups are listed in Appendix 1. 5. Our report also draws on the findings of a number of research projects undertaken on our behalf. A review of recent research in special education was produced for us by Mr C Cave and Mrs P Maddison. Two projects were concerned with provision for children under five and their parents: a survey of services for parents of handicapped children under five carried out under the co-direction of Professor M Chazan and Dr AF Laing of the University College of Swansea; and a study of pre-school education and handicapped and exceptional children in the Grampian Region of Scotland directed by Dr MM Clark of the University of Strathclyde. A project on the employment experiences of handicapped school leavers was commissioned from the National Children's Bureau and carried out by Mr A Walker. Two surveys were undertaken for us by the Department of Education and Science: one of the views of teachers in special and ordinary schools on various aspects of provision for children with special educational needs; and the other of the cost per place in special schools and special classes and units in nine local education authorities. Details of some of these projects are given in Appendices 5-8. We should like to express our thanks to those who undertook research projects for us, as well as to those parents, young people, professionals in different services and others who were the source of their information. 6. In the course of our work we made many visits, individually or in groups, to a wide range of institutions in England, Scotland and Wales. The places visited are too numerous to list but they included nursery schools and special nursery units, ordinary schools, maintained and non-maintained special schools, independent schools catering wholly or mainly for handicapped pupils, hospitals, assessment centres, colleges of further education, colleges of education and departments of education in polytechnics. We are extremely grateful to all those who received us in the course of our visits and, by answering our questions, helped us to formulate our views on the future development of special education. 7. Small parties of our members also visited a number of other countries. One party visited the United States of America and our Vice-Chairman visited Canada to study arrangements for special educational provision. Another group went to Denmark and Sweden to study the implementation of the policy of educating severely handicapped children in ordinary schools and the provision made for handicapped young people over 16. A third party visited Holland and West Germany to see a range of special schools in those countries. Although short, these visits were very valuable in enabling those who took part to re-examine particular issues from a different perspective. 8. One difficulty which confronted us in preparing this report was the existence of certain differences in terminology between England, Wales and Scotland. For example, the terms local education authority and social services department, which occur frequently throughout our report, are peculiar to England and Wales; their Scottish counterparts are education authority and social work department. The term 'region' has a variety of meanings in England, depending on the context in which it is used: in the context of the education service it means a group of local education authorities. The term has no meaning in Wales, while in Scotland the region is the local authority. References to regional planning and coordination in Wales and Scotland, therefore, are meaningful only if 'inter-authority' is substituted for 'regional'. Our report would, however, have been very cumbersome had we given both English and Scottish terms wherever necessary. For the sake of convenience, therefore, we decided to use the terminology current in England except when making proposals or recommendations specific to Scotland or Wales. 
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