special school system that is quite large. The two school systems work more or less separately and independently. There are some innovations in the direction of integration but these are encompassed within the two-track policy. The separate system of special education plays a key role in the integration efforts, and policy in these two-track countries is oriented towards both special and regular education. Separate laws for both systems are indicative of this two-track philosophy. — The third group is characterised by ‘multi-track’ policies. These countries offer a flexible system of education to special needs children. Denmark, England and Wales, and the United States offer a continuum of services for special needs students. Denmark and the United States also register a high number of students. There is a pragmatic need for doing so; registration means financial support whether in separate or integrated settings.

doi:10.4324/9780203976289-31

Chapter

special school system that is quite large. The two school systems work more or less separately and independently. There are some innovations in the direction of integration but these are encompassed within the two-track policy. The separate system of special education plays a key role in the integration efforts, and policy in these two-track countries is oriented towards both special and regular education. Separate laws for both systems are indicative of this two-track philosophy. — The third group is characterised by ‘multi-track’ policies. These countries offer a flexible system of education to special needs children. Denmark, England and Wales, and the United States offer a continuum of services for special needs students. Denmark and the United States also register a high number of students. There is a pragmatic need for doing so; registration means financial support whether in separate or integrated settings.

Chapter

special school system that is quite large. The two school systems work more or less separately and independently. There are some innovations in the direction of integration but these are encompassed within the two-track policy. The separate system of special education plays a key role in the integration efforts, and policy in these two-track countries is oriented towards both special and regular education. Separate laws for both systems are indicative of this two-track philosophy. — The third group is characterised by ‘multi-track’ policies. These countries offer a flexible system of education to special needs children. Denmark, England and Wales, and the United States offer a continuum of services for special needs students. Denmark and the United States also register a high number of students. There is a pragmatic need for doing so; registration means financial support whether in separate or integrated settings.

ABSTRACT

The figures presented here and our conclusions on the three policy approaches give some impression of the situation regarding integration in the six countries. When we look at these figures, the question arises: to what extent can integration be judged as successful? This is a very difficult question to answer. Successful in what respect? To whom? By what criteria? How assessed? By whom? Allowing for some uncertainty, we can make some general comments on the quality of integration, using our conceptual model.