ABSTRACT
This final chapter draws together the elements which we have identified as characterising proficient special school provision for pupils with EBD but many have universality and could be applied in any setting containing pupils labelled as EBD. Thus, we believe that if they were replicated to a greater extent in mainstream environments there would be less need to exclude and segregate so many pupils. Many pupils with EBD can, and do, have their needs met in mainstream schools. However, world-wide experience suggests that there will always remain a need for alternative provision. Some pupils, no matter how good the mainstream 'offer', clearly benefit from a fresh start in smaller schools, where better staff/pupil ratios facilitate the formation of stable, positive relationships between skilful and committed adults and children and where that vital ingredient, time, can more easily be found for individual attention to be given to pupils‧ affective and cognitive needs. Wider, social factors also indicate a continuing need for some residential provision as the recent government 'green paper' recognises (DfEE 1997).
