`Presents interesting and complex arguments about the two education services which run in parallel - mainstream and special.' -ACE Bulletin `a detailed account of the history of special education, present legislation and the rise of the educational psychologist…helpful advice on the politics of statementing, how parents can secure the placement they want, and how to make the best use of current legislation. The helpful glossary of terms and the splendid appendix of useful organisations, independent voluntary and self-help, add much to the value of this thought-provoking book.' - ISIS `This book is essential reading not just for anyone interested in creating inclusive education, but for understanding why it is so difficult to achieve in spite of the goodwill of many.' - Values Into Action `the author relentlessly exposes the underpinning false justifications and dire consequences of segregation for already vulnerable children who have special needs. Evidence is accumulated to show that a radical shift in how we view and how we treat disabled children is long overdue. This book is essential reading not just for anyone interested in creating inclusive education, but for understanding why it is so difficult to achieve in spite of the goodwill of many. There is no other book currently available to compare with this one.' - Educational Psychology in Practice `The author examines a number of key issues but focuses essentially on the right of children to belong to the mainstream. ...the author does us a service in extending the debate on our professional role within an imperfect system with limited resources.' British Journal of Educational Psychology The integration versus segregation debate is the single most important issue in special education. The medical model of disability has proved unhelpful; attention is turning to the principle of normalisation and the social model. The author argues that mainstreaming or inclusive education represents the only appropriate service response to the needs of special children, whatever the nature or degree of their disability. This book challenges the notion of segregation, questioning the relevance of special education to the needs of many groups of pupils, and arguing that the legislation we have is not sufficiently widely used to support pupils' needs effectively.