Conductive education is a distinctive style of teaching and learning for pupils with physical difficulties. It is practised in the UK in some maintained, non-maintained and independent special schools and centres (here collectively termed conductive-education schools). In this article Mike Lambert investigates the extent to which these conductive-education schools have links with mainstream schools, and the purposes and nature of such links. It discusses what conductive-education schools may need to do if they are to develop effective and valuable roles in respect to mainstream schooling. This report has relevance for all schools, but particularly for those special schools with an interest in, or practising, conductive education and for mainstream schools interested in working with them.