This paper examines, from a philosophical perspective, some of the main ethical problems pertaining to the special education field. It is argued that while special education practice has been strongly grounded in psychological theory, it has not always been adequately justified by reference to general moral principles. Rationales for intervention are mostly couched in descriptive or explanatory terms while the over-riding prescriptive or evaluative dimensions are often presupposed without explicit justification. Particular issues such as diagnostic assessment, educational placement and behavioural management can be seen to entail complex ethical problems concerning the consideration of individual rights and interests, equality of educational opportunity, and respect for personal autonomy. Examples of the moral dilemmas inherent in particular special educational practices are examined. Finally, it is claimed that special educators must be able to defend not only the empirical bases of their educational theories, but also the value judgments implicit in them.

Calls for reform in the sheltered workshop program in the United States have become increasingly frequent, and come from broadly representative groups of government agencies (Department of Labor, 1979; General Accounting Office, 1980; Training and Employment Services Policy Analysis, 1979), advocacy groups (Laski, 1979, 1980); rehabilitation professionals (Bellamy, Horner & Inman, 1979; Pomeranz & Marholin, 1977; California Association of Rehabilitation Facilities, 1977); research institutes (JWK International Corporation, 1980; Urban Institute, 1975); and the public press (Wall Street Journal, 1979). This dramatic consensus that change is needed, however, is not yet matched by agreement on specific alternatives to the current system of funding, regulating, and operating workshops.

It is precisely the latter type of consensus that is most likely to produce actual reform. Certainly the many constituencies served and affected by workshops have different priorities and objectives, and it seems unlikely that all groups will be completely satisfied with any particular set of changes. Nevertheless, in a time of limited public resources, new initiatives seem much more likely to result from broadly supported objectives than from separate advocacy efforts by individual interest groups. It is consequently important to negotiate compromises needed for a coalition to advocate comprehensive workshop reform.

An interpersonal problem is having a goal or desired interaction involving another person that is not being met. Interpersonal problems are an ongoing part of life. Whether it be deciding where to have lunch with a friend or your neighbour continually parking his car in front of your home, we are involved in interpersonal problems everyday. We are gregarious, and inherent within interaction with others in conflict. As educators we are continually aware of the number of interpersonal difficulties which occur within the classroom everyday.

This paper describes the introduction and continuing evolution of Direct Instruction programmes in Language, Reading and Arithmetic, in a School for developmentally delayed children in an institutional setting. An account is given of: the reasons for adopting Direct Instruction as a teaching method; staff training before and since the introduction of the system; detailed planning and implementation of the programmes; immediate results within the first six months; assessment procedures; and reactions by staff and outside observers. Cognitive and intellectual development achieved after two and a half years is analysed with the help of research data and audiovisual materials. This demonstrates a significant narrowing of the gap between ‘normal’ and ‘retarded’ functions and points to some likely longer term implications.

This paper describes the development over a three year period of a pre-school in an institution for the intellectually handicapped. Most of the children attending are residents, but some are day pupils. We discuss the progress of both in relation to the overall objectives: to create a happy, secure environment where learning can best occur, to develop each personality academically and socially, and to work towards integration into normal society.

Against the well-known disadvantages of an institutionalized setting, the length of time available (six hours, five days a week) has allowed considerable extension of the model offered by a university research programme in early intervention. Within this framework we discuss techniques for the establishment of appropriate learning behaviours, and the introduction and effects of Direct Instruction Programmes.

The pre-school provides both group and individual programmes through carefully structured classroom management involving teacher, aides, volunteers and where possible, parents. The rate of progress has already allowed the introduction of part-time integration and full time integration of our first two pupils will be achieved in 1982.