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Curative Education is a practical, ever-unfolding art as well as a science. It encompasses child development, child psychiatry, psychology, medicine, education and many therapies. In its widest aspect Rudolf Steiner Curative Education is not only a practical art, but a human attitude, an attitude of loving respect for the child with disabilities and an endeavour to discover the true needs of the individual.

What is the real value of a human life? What is most important? While skill training is certainly a great factor in leading a satisfying and fulfilling life, by itself it is not of value if the child cannot feel self esteem.

Thus, the pupil needs to find his or her way through life within human relationships, while positive encouragement builds him or her up to free hidden potentials, and encourages the finding of a place of worth in the social community.

Thus, it is often of less important "what" is taught; "how" it is taught can be most important. The human relationship between teacher and pupil is a complex and wondrous journey. One of the maxims for teachers is that no child will make real progress unless his or her educator is prepared to make as much progress on his own path of personal development as he asks of the child. This is a life-long journey. Original gifts, acquired skills and experience are very helpful, but they do not replace this essential human attitude. The pupil then becomes the teacher and gives as many lessons as his educator. The teacher then learns how to teach.

The subjects of Warrah's school syllabus embraces a definite content and are presented in an artistic way.

The teacher chooses a subject to be taught according to the age, level of ability, and various needs of the class group. The guidelines of the curriculum are drawn from the Rudolf Steiner Education syllabus for "normal" child development and adapted to the special needs of Warrah's pupils.

The main subject theme is called the 'Main Lesson". Subjects include science, geography, history, and humanities. it is our view that children with intellectual disability not only benefit from being exposed to cultural subjects of more worldly knowledge, but have just as much right to receive it as do children without disabilities.

When a subject is taught artistically through the elements of language, music, movement and art it can be received deeply in a child regardless of intellectual capacities.

The Main Lesson subject is dealt with for a lengthy period of time, often for one whole term and the theme can be incorporated, if possible, into the other various lessons and activities throughout the day.

Other subjects such as literacy, numeracy, and remedial type lessons often require daily rhythmical repetition to foster skills.

To understand this educational approach one must realise that a subject which is only known by the head is not even half-known. A real feeling for the subject must be developed and this is always a matter of time. Feeling finds its expression when we paint pictures, learn poems, model clay with our hands, act little plays, sing songs or, play music about a subject, using our artistic and creative powers to penetrate more deeply into the experience of the Main Lesson theme. In doing this we are also calling upon the powers of will to be engaged. Through enthusiasm and diverse experiences, the whole human being finds interest to team and develop. And, without realising it, the child leans gross and fine motor skills, speech, movement ability, and a host of practical life skills in an enjoyable way.

The feeling soul or inner life of the child unfolds in a human way to find expression of the values of life. Learning becomes palpable as the individual spirit of the child grows and takes hold of his impaired body and finds interest in the world around him.

The objective of learning is not necessarily to remember. It may even be important to forget. For example, it is only when we forget the early pains and struggles of forming letters that we acquire the ability to write. The adult does not usually remember all the history he learned in school, but he may hope to have acquired a standard of character and conduct, and a feeling for development in culture.

Knowledge is only of value when it is allowed to sink into the human being in such a way that it becomes fruitful for life. This is best done when we. feet deeply all that we learn.

It is not what we remember exactly, but what we transform which is of true value for our lives.

Each pupil has his or her own talents. Some shine more when it comes to practical application, some are better at artistic work, and others can remember well and help the class recall what they have heard and experienced. Some children cannot give back outwardly anything of what they have actually taken in. However, in small and surprising ways the fruits for what they have digested always become manifest in some form or another In later yeas.

The lessons are never felt to be bit or wasted on our pupils; it is a matter of patiently sowing seeds for future harvest.

In this sense, art is not only a way of self-expression or self indulgence, nor "icing on the cake". Through practising art work we educate the whole being of the child which is essential for the learning and maturation process. Pupils become deeply involved and interested emotionally, creative abilities and strength of will and perseverance are fostered. The attention span is extended, powers of observation and judgement are sharpened, and sensory and manual co-ordination is practised.

These aesthetic experiences instil a caring attitude into children which becomes a quality for life.