| Abstract: | There has been little research into the views of the consumers of the special education service‐‐the children themselves. Social legislation (e.g., the 1989 Children Act in the UK) has emphasised the importance of discovering the views of the child when planning provision. Similar proposals have been put forward in recent UK documents concerning educational provision (DFE, 1993). This paper reports data based on individual, semi‐structured interviews with 56 children (ages 9 to 11) attending schools for pupils with moderate learning difficulties (MLD/MlD). Interviews probed views about special and mainstream schools and pupils, and perceived reasons for transfer from mainstream to special school. Two areas (teachers as a liked aspect of special and mainstream schools, and problems handling playground relationships) point to key areas of concern for children with learning or intellectual difficulties. Overall, MLD school children were supportive of their special schools. This is discussed in relation to categorization theory. |
