Development of Support Systems for Children With Learning Difficulties in Primary and Secondary Schools in London

Abstract

The present study examines the development of support systems for children with learning difficulties in London through an analysis of school reforms by the Inner London Education Authority (ILEA) from the 1960s to the 1980s. The findings are as follows. In the 1960s, there was a strong need to develop support systems for children with learning difficulties in primary and secondary schools in London because of the severity of the educational problems of children who were maladjusted. During the 1970s, the Inner London Education Authority did case studies of some primary and secondary schools in its district and analyzed the key points needed in order to build inclusive education practice. The Inner London Education Authority took a serious view of the following points: (a) Mixed ability grouping with cooperative teaching had good results with children of both above and below average ability, (b) It was important to establish a whole-school approach and to popularize the idea of team support in each school. In the 1980s, the Inner London Education Authority published guidelines for teaching children with learning difficulties, in order to improve advisory and support services and to refocus teaching methods in the primary and secondary schools. The above points were the foundation for constructing inclusive education practice in London. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract)