In the light of continuing controversy over the role of special schools in England, this paper considers the development of special education through examination of evidence from two different geographical areas. Particular reference is made to uncovering the perspectives of those who were subject to the policies--children and their families--drawing on documentary sources, oral history and biographies. The authors highlight how the relative optimism accompanying the opening of special schools, evident in London in the 1890s, gave way to punishment or neglect in the early 20th century.