ABSTRACT
The proposals developed in this book are based very evidently on experiences in the field. Nevertheless, they are in many ways radical, not least in that they challenge many existing beliefs and practices, both in regard to general education policies and, indeed, the contributions of the field of special education. As we have seen, too, those who choose to follow the road towards greater inclusion are likely to experience many barriers to their progress and, regrettably, too often they face these barriers in relative isolation.
