The concept of integration has continuously gained currency in Norway. From being regarded as a specific way of solving the problems of pupils with disabilities in traditional schooling, it has become a basic principle for educating them to become valued and participating members of society. This orientation has put the social philosophy of regular and special education on our agenda-a fact that has demanded that more attention be paid to social development. This orientation has had an important impact on how to interpret integration issues. Integration is not a goal in itself, but a principle and a means of achieving long-term social goals of education.