Special Schools

Special Schools, schools that are organized to make special educational provision for pupils with special educational needs. In the United Kingdom the first special schools were founded as early as the end of the 18th century. These were usually run by charitable organizations, funded by public subscription. The majority of special schools, however, were established following the Education Act, 1944, which required local education authorities (LEAs) to make educational provision for children with disabilities.

There are currently about 1,500 special schools in England and Wales, educating 1 per cent of all pupils and taking over 6 per cent of an average LEA’s expenditure. Although a small number of special schools close each year, there has been a parallel increase in special provision for children with complex special educational needs (in particular for children with emotional and behavioural difficulties or challenging conditions such as autism).

Most of these special schools are run by LEAs, usually on a day attendance basis; a smaller number are independent or non-maintained, often offering residential provision. Special schools make provision for a broad spectrum of special educational needs, including schools for children with emotional and behavioural difficulties, those for children with dyslexia, those for children with hearing impairment, and those for children with moderate or severe learning disabilities. There is an increasing trend towards full-time residential education for children with multiple or complex needs.

The 1990s has seen a major policy shift towards inclusion (integration) in mainstream schools for children with disabilities and special educational needs. However, there is general acknowledgement that some children require a specialist learning environment for at least part of their school lives. The Education Act, l996, gives parents the right to express a preference regarding their child’s school (which can include a special school) and appeals to the Special Educational Needs (SEN) Tribunal indicate continuing parental preference for special provision for children with complex needs. Concern has been expressed about the wide variations in quality across the special-school sector. Small numbers of pupils in some schools make for difficulties in delivering a full National Curriculum. On the other hand, special schools offer a specialist learning environment, and increasingly provide additional support and advice for pupils with disabilities or special educational needs in mainstream schools.

It is anticipated that special schools will have a continuing, albeit changing, role to play. They may increasingly provide a varied pattern of support for children with special educational needs. Some children may be in full-time placements, and others in part-time ones. Staff may support some children in mainstream schools, and special schools may be a source of training and advice.

The majority of European and Commonwealth countries have similar arrangements to those of the United Kingdom. Some special schools are run by independent and charitable organizations, and others by the state. In most countries there is a trend towards inclusion in mainstream schools, but special schools continue to make provision for children with complex needs.