ABSTRACT
This chapter widens the perspective of the preceding argument which showed how a support team can successfully reduce disruption in mainstream schools. It examines the implications of the organisation of this type of support service for the education of all children perceived to have special needs or handicaps. It considers whether such a service is best arranged as an outside peripatetic team, or as a school-based provision, or a mixture of both. It also looks at the necessary organisational and management structures and how such changes may be planned.
