The special educator's role and training is discussed within the context of current efforts by British schools to comply with the Education Reform Act and the National Curriculum. The close relationship between the process and content of learning and between styles of learning and learning outcomes is stressed. Individual sections address the following ideas and issues: "Touchstones" (a thematic approach to student assessment); the teaching process as the learning product; process definition with emphasis on the relationship between teacher and pupil; concerns with the heavy use of structured learning in special schools; questions about the usefulness of the objectives model and skills analysis paradigm to produce student autonomy and independence; similar concerns raised by teachers; the teacher as a reflective practitioner; and the training and education of teachers. Includes 16 references. (DB)