Warnock (1978)

Notes on the text
Preliminary pages Membership, Contents, Introduction
Chapter 1 General approach
Chapter 2 Historical background
Chapter 3 Scope of special education
Chapter 4 Discovery, assessment and recording
Chapter 5 Children under five
Chapter 6 Schoolchildren with special needs: introduction
Chapter 7 Special education in ordinary schools
Chapter 8 Special education in special schools
Chapter 9 Parents as partners
Chapter 10 Transition from school to adult life
Chapter 11 Some curricular considerations
Chapter 12 Teacher education and training
Chapter 13 Advice and support in special education
Chapter 14 Other education service staff
Chapter 15 Health service and social services
Chapter 16 Relations between professionals, confidentiality and coordination of services
Chapter 17 Voluntary organisations
Chapter 18 Research and development
Chapter 19 Priorities and resources
Summary of recommendations

Appendices

Appendix 1 List of contributors
Appendix 2 Categories of handicapped pupils
Appendix 3 Possible grid as basis for statistical returns
Appendix 4 Organisation of health service
Appendix 5 Research project on services for parents of under 5s
Appendix 6 Research project on pre-school education
Appendix 7 Research project on employment experiences of handicapped school leavers
Appendix 8 Survey of teachers' views on special education

Index

Report of the Committee of Enquiry into the education of handicapped children and young people

London: Her Majesty's Stationery Office 1978
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

ISBN 0 10 172120 X

Appendix 2: Categories of handicapped pupils
[pages 380 - 381]

England and Wales

1. The categories of pupils requiring special educational treatment in England and Wales are defined in the Handicapped Pupils and Special Schools Regulations 1959, as amended. The definitions are as follows:

'(a) blind pupils, that is to say, pupils who have no sight or whose sight is or is likely to become so defective that they require education by methods not involving the use of sight;

(b) partially sighted pupils, that is to say, pupils who by reason of defective vision cannot follow the normal regime of ordinary schools without detriment to their sight or to their educational development, but can be educated by special methods involving the use of sight;

(c) deaf pupils, that is to say, pupils with impaired hearing who require education by methods suitable for pupils with little or no naturally acquired speech or language;

(d) partially hearing pupils, that is to say, pupils with impaired hearing whose development of speech and language, even if retarded, is following a normal pattern, and who require for their education special arrangements or facilities though not necessarily all the educational methods used for deaf pupils;

(e) educationally sub-normal pupils, that is to say, pupils who, by reason of limited ability or other conditions resulting in educational retardation, require some specialised form of education wholly or partly in substitution for the education normally given in ordinary schools;

(f) epileptic pupils, that is to say, pupils who by reason of epilepsy cannot be educated under the normal regime of ordinary schools without detriment to themselves or other pupils;

(g) maladjusted pupils, that is to say, pupils who show evidence of emotional instability or psychological disturbance and require special educational treatment in order to effect their personal, social or educational readjustment;

(h) physically handicapped pupils, that is to say, pupils not suffering solely from a defect of sight or hearing who by reason of disease or crippling defect cannot, without detriment to their health or educational development, be satisfactorily educated under the normal regime of ordinary schools;

(i) pupils suffering from speech defect, that is to say, pupils who on account of defect or lack of speech not due to deafness require special educational treatment; and

(j) delicate pupils, that is to say, pupils not falling under any other category in this regulation, who by reason of impaired physical condition need a change of environment or cannot, without risk to their health or educational development, be educated under the normal regime of ordinary schools.'

Scotland

2. In Scotland the categories of pupils requiring special educational treatment are defined in the Special Educational Treatment (Scotland) Regulations, 1954 as follows:

'(1) deaf pupils, that is to say pupils who, because of defective hearing, are without naturally acquired speech or language;

(2) partially deaf pupils, that is to say pupils whose sense of hearing is defective but who possess naturally acquired speech or language;

(3) blind pupils, that is to say pupils who have no sense of sight or whose sense of sight is, or is likely to become, so defective as to be of no practical value for reading or writing;

(4) partially sighted pupils, that is to say pupils whose sense of sight is, or is likely to become, defective but is, and is likely to remain, of practical value for reading or writing;

(5) mentally handicapped pupils, that is to say pupils who have little natural ability;

(6) epileptic pupils, that is to say pupils who suffer from severe or frequent epileptic seizures or who, by reason of epilepsy, behave in such a way as to make it inexpedient that they should be associated with other children;

(7) pupils suffering from speech defect, that is to say pupils who suffer from defect or lack of speech not due to deafness or mental handicap;

(8) maladjusted pupils, that is to say pupils who suffer from emotional instability or psychological disturbance;

(9) physically handicapped pupils, that is to say pupils who suffer from a physical disability which is, or is likely to be, permanent or protracted and which does not bring them within any of the foregoing categories.'