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A Psychological Perspective on Identifying and Meeting the Needs of Exceptional Pupils

Rita Jordan

Hatfield Polytechnic, School of Humanities and Education, UK

In this paper we reflect on our work with pupils with autism. In this context we examine the issue of whether teaching exceptional children requires exceptional techniques and knowledge or is simply a matter of good general teaching practice. We also consider the way in which psychologists and teachers, by reflecting on the patterns of learning of special children, may further their understanding of the learning of all children and thus extend notions of good teaching practice. We describe a number of learning and teaching 'events', and for each discuss issues arising and their implication for pedagogy.

School Psychology International, Vol. 12, No. 4, 315-327 (1991)
DOI: 10.1177/0143034391124004


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