ABSTRACT
The 1981 Education Act outlined the way in which pupils’ individual needs could be identified and met with appropriate provision both in mainstream and special schools. Initially the main focus of the integration debate was on the question of how pupils with physical differences could be accommodated and educated in mainstream schools. Over the last decade, as a result of some innovative and sensitive work, provision is increasingly being made possible within the mainstream setting. Resourcing for support teachers, on site units, adaptations of buildings and specialised equipment have all contributed to the success of integrating special needs.
