ABSTRACT
The most exciting aspect of educational change over the last decade or so has been the inclusion of children with high-level support needs into mainstream provision. Rising to this challenge has brought about the beginnings of a seismic change in the values and culture of the establishments in which it has happened. However, the numbers of such children are relatively small, and much is still to be learned before all disabled children can be certain of a warm welcome and appropriate support in their local mainstream provision.
