ABSTRACT
The governments' programme, 'weer samen naar school' intends to bring to the fore the common responsibility of primary schools and special schools for children with learning difficulties. The attempt to avoid 'school failure' at the primary school by appropriate and individual means, to reduce the number of transfers to special schools and to realize the integration of handicapped and non-handicapped children, is seen as the central task of primary teachers. To respond to the excessive demands on teachers and their often mentioned need for training to support the education of pupils with special educational needs, many collaborative centres have developed 'internal consultancy systems'. The model of Opsterland emphasizes the importance of the individual school and its joint action in the framework of the innovation process. The concentration of specialist expertise and the associated quality improvement of the primary schools serve all the pupils in the schools, and in particular the children with disadvantages and handicaps.
