ABSTRACT
When Sylvia Pollock was taking an advanced diploma in special education she was asked as part of her continuous assessment to produce an essay describing the way the primary school in which she taught might be changed to permit a greater integration of children with special needs. If integration schemes are to be realistic then they have to be devised by the people who will implement them. In the following account, she assesses the work done in her school with ‘maladjusted’ and ‘non-communicating’ children and the improvements that might be made in incorporating them into the general life of her school.
