ABSTRACT
The data for the research project stems from two sources: the literature about the availability and use of resources, and the interviews with experts from Denmark, Sweden and England. In many countries the effort to achieve a more integrated system has resulted in the education of special needs students in regular schools and in a declining number of students placed in separate, special schools. The way in which teachers act in the classroom is dependent upon the resources available to them. The different types of resources available to teachers can be deduced from the micro-economics of teaching. Maintaining students with special needs in regular education depends crucially on the attitude and the actions of the regular teacher and the school team. Organisation, financing, regulations, teacher training and so on can all facilitate and enable integration, but, if teachers do not actively support the effort to achieve integration, the placement of students with special needs in regular settings will remain problematic.
