Abstract
Abstract What can research into cognitive development contribute to work with children who have special educational needs? Criticisms of the use of Piagetian research in particular are examined. Counter‐criticisms and evidence of the fruitfulness of a Piagetian approach are presented. After selection and examination of key publications, illustrations of the use of Piaget's work are discussed. It is argued that a developmental approach, particularly Piaget's method of critical exploration, is most appropriate for advancing understanding of children with special educational needs.
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