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Work With Children Experiencing: PACT grew out of the work of the Pitfield Project, a venture set up in 1979 and financed by the Inner London Education Authority and the Inner-Cities Partnership Fund. An educational psychologist and an advisory teacher (the writers) were appointed to try to help teachers in a small group of schools in a 'disadvantaged' area in their work with children experiencing learning difficulties. In our search for ways to promote th worJc we stumbled, through a fortunate and almost chanc encounter, on a way of helping not only children with learning difficulties, but all children.
Through a discussion of these themes, I hope that the value of early intervention will be seen as unequivocal. At the same time, I would want to caution against 'medicalising' (Oliver 1990) the needs of young children with DCD, or any other kind of special educational need for that matter. Very young children experiencing difficulties in motor development and their families are especially vulnerable to clinical understandings and constructions of disability presented to them by some professionals. To counter such perspectives on disability it is important to keep in mind that children have an intrinsic need to be included with their friends and peers, particularly in educational settings.
As in other kinds of learning, experience is basic. Only by experiencing the give-and-take of living with other children can an individual learn to relate himself to others. Ojemann (94, 1950) proposed a dynamic approach to human relations which might be introduced into all the subjects that the child studies. Children today are living in a baffling culture, and are moving out into an ever-changing world. They need, especially, understanding of human relations. The public school is a social laboratory for learning to live constructively with others.
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