Teachers and the school psychological services were asked to assess the quality of educational programmes offered to students who were found eligible for special education in Norway and who attended ordinary classes. Adequacy and equity of the programmes and an assessment of social inclusion were used as indicators of quality and as dependent variables. Financial resources, centrality of residence of the students, presence of physical restrictions, availability of teaching materials, grade level, class size and students' disabilities were used as independent variables. The results showed that resources made available by the municipalities had an impact on equity as well as adequacy. This was also found for the availability of teaching materials, which had a significant impact on the quality of the programmes. A significant relationship between the three dependent variables and grade level was found as quality decreased with grade level. Special problems with equity as well as adequacy of the programmes offered to students with moderate to severe problems in reading, writing and arithmetic, and for students with psychosocial problems, are reported. Although the students scored low on social inclusion as assessed by the teachers, the parents reported that most of them thrived well or very well at school. (Contains 5 tables.)