ABSTRACT
This chapter reports teachers' perceptions of integration policy and practice in one Scottish region. It addresses the questions: What do teachers count as a learning difficulty? How do mainstream and learning support teachers perceive their roles in meeting pupils' needs? What do mainstream and learning support teachers see as the goals of integration policy? Warnock's abandoning of the some traditional categories of handicap and instead suggesting a continuum of special educational needs implied no cut-off point beyond which pupils should be segregated. Classrooms are busy places and teachers select events which have the greatest salience for them. Where pupils' difficulties were cognitive, they had difficulty in understanding a concept, for instance, or were unable to see links between old and new subject content, then it was the responsibility of the subject teacher to put matters right by using a different teaching approach, or new materials.
