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Pupils with Special Needs

A Scottish Perspective

Lynda Morris PhD, is an American graduate of the University of Aberdeen in Aberdeen, Scotland, where her doctoral research focused on cross-cultural issues in special education. She currently teaches at the University of Texas of the Permian Basin, Special Education Division.

Joyce Watt

Joyce Watt PhD, teaches at the University of Aberdeen in the Department of Education. She specializes in the education of young children and in education policy for the disadvantaged.

Pamela Wheatley

Pamela Wheatley is the principal teacher of learning support at Hazlehead Academy in Aberdeen, Scotland. She currently coordinates the float team of learning support teachers for the Hazlehead Associated Schools Group. Address: Lynda Morris, University of Texas of the Permian Basin, School of Education, 4901 E. University, Odessa, TX 79762-0001.

The distinction between ordinary and special schooling in Scotland was effectively erased by the Education (Scotland) Act of 1981. This Act recognizes that any pupil who requires extra support to succeed in a regular classroom is a child who has special education needs. Presently, all pupils who, for whatever reason, do not cope successfully at school are collectively referred to as children with learning difficulties. The term "learning difficulties" reflects a broader spectrum of problems than those characteristically found in the category of learning disabilities used in the United States. In cases of dyslexia, the term "specific learning difficulties" (a subgroup of learning difficulties) is also used. All special education provision is based on individual needs. A child's needs are interpreted in relation to a continuum of special education needs and in the context of his or her unique environment. For pupils with learning difficulties, the needs-assessment process is typically informal and rarely results in an official record of need being opened for them. A description of Grampian Region, one of the larger administrative units in northern Scotland, reveals how special educational practice is organized to respond to pupils with learning difficulties in the current educational climate.

Journal of Learning Disabilities, Vol. 28, No. 7, 386-390 (1995)
DOI: 10.1177/002221949502800701


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