Children from socially disadvantaged families and special education

Abstract

This is the first of two articles in which some findings are examined from a study of severely disadvantaged families and their children. The samples are described in terms of living conditions, schools, and the health and physical growth of the children. Educational and intellectual attainments are reported. It is proposed that high concentrations of severe disadvantage change the aims and standards of school teachers. The theoretical issue of ‘deficiency’ or ‘cultural difference’ is introduced.