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This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identi®ed as inclusive by the local education authority (LEA). The study, which formed the second part of a`bricolage' approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: (a) the participants were enculturated into the integration model; (b) although there were strong perceived academic bene®ts for the included students, the evidence is contradictory regarding the social outcomes of inclusion; (c) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and (d) there was a perceived need for ongoing professional development. The ®ndings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support`inclusive practice' in ways which are acceptable to teachers, parents and students.

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This paper presents an interpretivist, qualitative research project which intended to illuminate issues related to supporting 'inclusion' of children with profound and multiple learning difficulties in a special school for children with severe learning difficulties in the Southwest of England. The research found that, in spite of its reputation, the school struggled significantly to provide and appropriate learning experience for children with PMLD. The paper discusses the need for better staff training to improve current knowledge and skills, and considers the implications of new research which suggests that mainstream schools may be able to support the development of children with PMLD in ways that special schools may not. The paper concludes by calling for a shift away from assumption that special schools are always the best environment for children with PMLD. 3The role of special schools for children with profound and multiple learning difficulties: is segregation always best? Abstract This paper presents an interpretivist, qualitative research project which intended to illuminate issues related to supporting 'inclusion' of children with profound and multiple learning difficulties in a special school for children with severe learning difficulties in the Southwest of England. The research found that, in spite of its reputation, the school struggled significantly to provide and appropriate learning experience for children with PMLD. The paper discusses the need for better staff training to improve current knowledge and skills, and considers the implications of new research which suggests that mainstream schools may be able to support the development of children with PMLD in ways that special schools may not. The paper concludes by calling for a shift away from assumption that special schools are always the best environment for children with PMLD.

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