ABSTRACT
The effective inclusion of children is a dynamic process. Schools can be seen to go through a journey towards inclusion (Salisbury et al. 1993). Not only do the children with physical difficulties grow and change, but so also do the adults around them – teachers, parents and the school as an organisation. Transition points become particularly important. These may include simply a change of teacher but also more major changes such as the transition from nursery to infant school or from junior to secondary school. Such transition points create opportunities for adults to take on new roles. So a teacher can change from being a champion for the child to that of mentor. Or they can change from resignation mode to that of normalisation. At the same time legislative changes also give the opportunity to move towards more inclusive schools.
