ABSTRACT
Merely placing the child with Down’s Syndrome in a mainstream as opposed to a special school is likely to expose them to a more demanding and broad ranging curriculum taught by staff with higher expectations. The Audit Commission (DfE 1992) commented that:
The quality of pupils’ learning in special schools was affected by a lack of pace in lessons. In addition there was a general absence of assessment and associated response to pupils’ individual needs, and in some classes a low level of expectation for pupils.
