ABSTRACT
The debate over whether children with disabilities should be integrated into mainstream schooling or receive specialist education has been a focus of controversy for many decades. However, although the proponents for and against full integration are equally vociferous, evidence in support of the arguments on either side remains limited. Both mainstream and segregated education have their benefits and drawbacks and these will vary according to the needs of individual children and the severity of their disorder (Howlin, 1994a).
