Abstract
Abstract This paper draws upon quantitative and qualitative data gathered in the course of a major research project, funded by the Scottish Education Department (SED), which examined the implementation of the Education (Scotland) Act, 1981. Of particular relevance to this paper is the placement of pupils with significant special educational needs in mainstream settings. Whilst ‘integration’ was not the principal focus of the research, the data set, established over three years, provides some evidence of the extent to which integration policies are being implemented in the 12 island and regional authorities of Scotland. Quantitative data will be presented from the full data set of pupils (n = 2861) for whom Records of Needs [1] were opened in terms of the provisions in the Education (Scotland) Act, 1981. Interview data derived from a key respondent survey will be used to illuminate the patterns and trends discernible in the demographic data. Whereas earlier studies have tended to focus on quantitative anal...
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