Critical Thinking for Pupils with Special Education Needs: Indulgence or Necessity?

Abstract

Introduction:  During the last decade, the role of the self-advocate has gained popularity among people with learning disabilities. In Great Britain, a number of self-advocacy groups exist and voluntary organisations such as The Standing Committee of Voluntary Organisations in Wales (SCOVO) produce journals which keep people with learning disabilities and their families abreast of new projects and developments in the field, welcoming and promoting their contributions. Schools for pupils with special educational needs are also trying to encourage individuals to take control over their environment. The Advisory Group on Citizenship (1998, p.39) cites Ashley Special School, Widnes, as an example of good practice. The school has a council which is central to the life of the school and, in 1995, pupils voted to change the name of the school to Ashley School in honour of Jack Ashley, a Member of Parliament and supporter of people with disabilities. The sculptor, David Gross, worked with pupils who have met with politicians in the Houses of Parliament and Brussels, to produce a work of art that represents the values of the School Charter, ‘commitment to justice and global citizenship.’ The general philosophy is therefore one of encouraging people with learning disabilities to take control of their own lives. However, if people with learning disabilities are to be true self-advocates, capable of making decisions about important life issues, then they will need to be involved in a teaching programme that, over time, develops their skills in thinking, reasoning and argument. This paper examines the ways in which this might realistically happen.