ABSTRACT
This introduction presents an overview of key concepts discussed in the subsequent chapters of this book. The book discusses the countries, apart from Luxembourg, in membership of the European Union before the recent accession. It comprises country reports, interesting comparisons being made possible by accounts which cover much the same range of issues and ground of policy. In Denmark, success with the integration of more severely impaired children has been achieved by means of teams of teachers including one with a specialized background. The promotion of the inclusive school as a mid-term goal may be realistic in the north and south/southwest of the present European Union, that is in Italy, Spain, Portugal and the Nordic countries. In the framework of a pervasive policy for integration, the promotion of operational links between special and regular schools and teachers will also be of special value.
