ABSTRACT
Most special children are educated in mainstream schools and classrooms. The approach of many countries is to provide a range of provision including mainstream school, special classes in mainstream, and special schools. Where there is debate about whether a particular venue is better than another for a particular child this may be informed by different views. One position is that all children should be taught in mainstream, that is full inclusion. Another view is that the place where the child makes the best progress and develops best is preferred: ‘optimal education’ (Farrell, 2005, pp. 99-101).
