In cl us io n an d th e tr an si ti on Transfer from special to mainstream – ten years later

At the forefront of moves towards increased inclusion are children with moderate learning difficulties (MLD), many of whom have in the past been educated in special schools in the UK (Crowther, Dyson, Elliott & Millward, 1998; HMI, 1993). Many LEAs are now looking to close down MLD schools and cater for these pupils in mainstream schools. A recent survey of education officers for SEN and headteachers of special and mainstream schools in 11 LEAs reported that, ‘...there was a widespread view that many, or even all, children with moderate learning difficulties should ideally be in neighbourhood schools’. (Croll & Moses, 2000, p.5). This view exists despite ongoing controversy about the appropriateness of such a policy (e.g. Farrell, 2000; Feiler & Gibson, 1999; Kauffman & Hallahan, 1995).