leads to all kinds of problems, such as pupils who fall between two programmes or are misclassified. 2 The system of regular and special education is dual: both are administered and financed through separate channels. Although the two systems coincide at the level of school buildings, the duality impedes co-operation. 3 Pupils can only be offered special education if they are categorised in the required manner. The label and the separation from their classmates, wholly or not, have a stigmatising effect. This can work out negatively for the pupil as well as for the pupil’s environment. 4 Parents play an important role in the decisions on referral to special education. In practice, a referral to a special programme quite often leads to conflicts. Schools talk of ‘pushy’ parents. The co-operation between parents and school, which is so essential, has then been disrupted from the start.

DOI link for leads to all kinds of problems, such as pupils who fall between two programmes or are misclassified. 2 The system of regular and special education is dual: both are administered and financed through separate channels. Although the two systems coincide at the level of school buildings, the duality impedes co-operation. 3 Pupils can only be offered special education if they are categorised in the required manner. The label and the separation from their classmates, wholly or not, have a stigmatising effect. This can work out negatively for the pupil as well as for the pupil’s environment. 4 Parents play an important role in the decisions on referral to special education. In practice, a referral to a special programme quite often leads to conflicts. Schools talk of ‘pushy’ parents. The co-operation between parents and school, which is so essential, has then been disrupted from the start.

leads to all kinds of problems, such as pupils who fall between two programmes or are misclassified. 2 The system of regular and special education is dual: both are administered and financed through separate channels. Although the two systems coincide at the level of school buildings, the duality impedes co-operation. 3 Pupils can only be offered special education if they are categorised in the required manner. The label and the separation from their classmates, wholly or not, have a stigmatising effect. This can work out negatively for the pupil as well as for the pupil’s environment. 4 Parents play an important role in the decisions on referral to special education. In practice, a referral to a special programme quite often leads to conflicts. Schools talk of ‘pushy’ parents. The co-operation between parents and school, which is so essential, has then been disrupted from the start.