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By Gabriel Barkay, Alexander Fantalkin, Oren Tal

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However, the risk here seems to be that the child’s difficulty is seen in global terms—an inability to read or write or spell—and the diagnosis which leads to useful remedial or supportive measures has still to be done. An IQ figure, even two figures, for verbal or performance tests, can only hint at how the child might function, at the level of conceptual thinking, at the disparities which have to be appreciated if the child is to be appropriately taught. All these within-child factors suggest that the teacher cannot simply rely on the ‘label’ to know how a child is affected and how best to help.

Should the school cease to make that kind of provision the need will again become apparent as an unmet need. However, it is in cases of unmet needs that authorities and schools have a duty to make some special provision over and above or different from what is normally available. The extent of special needs, therefore, is defined not only by pupils but by the ability and willingness of a school to cater as a general rule for the diversity of ability and disability within its potential pupils. This idea of relativity of needs leads on to the view that special educational needs arise from the interaction of the child with the learning environment, and factors which create problems may lie in the child or the environment or, most likely, in a combination of the two.

B Special needs and ability Many children with special educational needs do not have low general ability. There is for example no evidence that behavioural or emotional problems are always associated with low IQ. Indeed even the title of Kellmer-Pringle’s book Able Misfits suggests that the opposite can be true (1970). Where special needs arise as a result of physical handicap or of a chronic medical disorder the link with low ability, though it can be present, as in the case of children with cerebral palsy, is by no means inevitable.

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A Late Iron Age Fortress North of Jerusalem by Gabriel Barkay, Alexander Fantalkin, Oren Tal


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