Schools in Oxfordshire (England) are gradually moving toward integrating special needs students into regular classrooms and relying on a resource room model to provide extra services. While evolutionary change has minimized certain problems, the lack of overall policy direction has led to some problems for local education authorities. (IS)

This report discusses the outcomes of an intrinsic case study of the implementation of inclusion in a North Louisiana parish and the placement of special needs students within this parish. The case study was undertaken in an attempt to better understand the meaning and effect of the experience of teaching in an inclusive setting and of the…