'Cheap Labour’ or Neglected Resource?

Summary This paper challenges some common assumptions about ‘the efficient use of resources’ which are embedded in many attempts to implement the 1981 and 1993 special needs legislation. The often cumbersome and time‐consuming procedures for the allocation of additional resources are seldom matched by measures to monitor the effectiveness of that support. It is argued that some current classroom practices risk isolating the pupil with special needs from the potential support of the peer group. An alternative model of learning support is proposed which redefines the complementary roles of adult and peer support. All children, including those with significant special needs, can benefit from peer and collaborative learning opportunities.