This rather straightforward statement of the problem is, however, difficult to achieve in practice and requires collaboration between the various actors in the school and support from the political and administrative sources outside the school which make up the educational system (OECD 1995a). Furthermore, there is a need for everyone to accept that the problem of supporting disabled pupils in mainstream schools is a problem of the whole school making the necessary adaptations to meet the needs of the pupils and not the pupils having to adapt to the uncompromising demands of the school. A key component of this thinking is that all students are on a continuum of learning ability. That is, from an educational perspective no qualitative distinction is made between the disabled and the non-disabled.