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1ll
(6) Class 6, Chantry School
This unit has remained very small, but meets a real need for a limited
number of emotionally disturbed children. It has been found that parttime
attendance has a distinct advantage for some children, enabling
them to maintain contact with normal school. The staff maintains close
contact with parents and with the staff of the Child Guidance Centre.
(7) Remedial Teaching
In addition to her remedial teaching Mrs. Zurawski has arranged a
variety of courses, lectures, workshops and visits to the Reading Centre
in Reading.
(8) Special Schools
Number of visits to special boarding schools 5
Number of visits to special day schools 2
(9) Conclusions
The number of children referred is very close to the figure for 1970.
However, somewhat fewer of these children were referred for psychiatric
assessment so that the number of children and families actually using the
School Psychological Service did in fact increase slightly.
The year has been a most encouraging one in respect of the greater
help the School Psychological Service has been able to offer to teachers
in the field of remedial teaching. The need is considerable and an expansion
of the remedial teaching service is the policy of the Director of Education.
As this particular problem receives more adequate attention it is hoped
that the Educational Psychologists may be able to devote more time to
other equally important aspects of their work, e.g. discussions with
parents and teachers about children's behaviour problems, more
supportive work with our special schools and units, more help for
adolescents, and more regular visiting of special boarding schools
attended by Harrow children.
HANDICAPPED PUPILS
The Local Educational Authority have a statutory duty under the
Education Act 1944, of ascertaining handicapped pupils in their area and
of providing for the special educational treatment of such children.
Ten categories of pupils requiring special educational treatment are
defined in School Health Service and Handicapped Pupils' Regulations.
These are as follows
(a) Blind Pupils, that is to say pupils who have no sight or whose sight
is, or is likely to become, so defective that they require education by
methods not involving the use of sight.