This work investigates the pedagogical strategies and institutional frameworks required to effectively support children with special needs within the infant school environment. Lesley Webb draws upon her professional experience as an educator to examine the intersection of developmental psychology and classroom management. The text argues for a more inclusive, structured approach to early intervention, emphasizing the role of the teacher in identifying and addressing individual learning requirements during the formative years of schooling.

The subject matter points to a foundational, practitioner-focused text intended for educators and administrators working within the British infant school system during the early 1970s. The framing suggests a pragmatic, experience-based approach to the challenges of inclusive education in a historical context.