thirty-eight weeks in the year, allowing all students the use of their
rooms in the Christmas and Easter vacations, instead of the thirty
weeks charged for elsewhere. Since the University was itself in the
grip of inflation, it could keep the fees down only by further subsidising halls from central funds, by reducing the qualityofservices, or by
increasing conference revenue (none of which measures could be
expected to appeal to students).
To organise a widespread rent strike proved at first to be an almost
impossible task. In 1974 neither a ballot of residents in
This chapter explores how new techniques were developed to measure 'social impairment' in children in light of the Seebohm reforms of 1968 and other legal changes of the early 1970s. These led to major changes in the organisation of educational and social services. The closure of mental deficiency institutions in the wake of the 1959 Mental Health Act, the Seebohm reforms and the slow integration of all children into the education system were transforming ideas about social work. The new theory of autism and the autistic spectrum provided new models for thinking about human social development that were just as detailed and complex as those presented by the psychoanalysts. Lorna Wing's work was important because she developed a new theory of social development that held both political and scientific sway.