Introduction

In a recent study of integration in Europe which made special reference to provision for pupils with special educational needs in fourteen countries, Cor Meijer gives us reason to feel some cause for concern. This publication by the European Agency for Development in Special Needs Education, which is funded by the European Commission, gives us reason to believe that while policies emphasize inclusion, practices still retain significant levels of segregation. Furthermore, the data suggests that current trends may be seen to favour the practice of segregation despite the international pressure for inclusion (Meijer, 1998).