The movement to integrate children with special educatio nal n eeds i nto mai nstream or ‘ordinary’ classes and schools is no w so firml y established in many societies that it can be called a world -wide movement in educat ional reorganization. Linked wi th th is trend has been the associated movement to relocate helping initiatives for pupils to the ordinary school, rather than at the level of separate specialist provision. At t he same time as th e new ideological paradigms and associated methods of education and support have grown in popularity within the special education community, the school effectiveness and school improvement ‘mov ements’ (as th ey have been labelled by friend s and foes alik e) have also generated a growing international reputation for offering helpful blueprints of ‘good practice’ that may, if implemented, improve the education of all pupils wi thin schools, both those with special needs and those without.