ABSTRACT
The relationships that the author have forged have made the school the sort of place that educational psychologists and other support professionals will turn to if and when they are looking to place a 'difficult' child. Commendable as the idea is to reintegrate children from special schools into mainstream–and the author fully agree that in Roderick's and Sally's cases this was appropriate–the struggle for resources is interminable. Useful as the Code of Practice is, it easily becomes a technical instrument, Special Educational Needs Coordinators follow rules and procedures. The county has a complex system of banding through which resources are delivered to pupils who have statements of special educational needs. Which band Roderick was placed in was critical, since it related directly to the number of hours of classroom assistant and midday supervisory help he would get.
