Most schools agree with the principle of integration but have concernsabout its effectiveness and the impact on all children's learning. Thereare barriers to creating equality and diversity in the classroom andconcerns about funding, staff ratios, training and balancing the needsof mainstream children and those with special needs.
These concerns are valid and need to be addressed, but not just byschools. Services must work together using strategies tailored to localneeds through comprehensive assessment, while experts must pool theirresources in the effort to identify barriers.
These issues are particularly relevant for those developing models ofintegrated practice through children's centres and extended schools.
Bringing together education, health and specialist support, theseestablishments have the potential to be a new service for children withspecial needs both in schools and in the community.
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