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This case study examines emerging forms of schooling organised as mixtures of ordinary classrooms and special classes/special schools. In these arrangements, pupils considered to have special educational needs (SEN) can participate in ordinary classrooms together with pupils not considered to have special needs, while at the same time receiving support tailored to meet their needs. The study investigates the administrative rationales and arguments that school and municipal leaders have for creating special educational support between ordinary classes and segregated settings. Furthermore, the study investigates educational potentials, as well as challenges, that school leaders, municipal leaders, teachers, and pupils identify in relation to such intermediary support forms. Data come from Denmark, where such forms of innovative support currently seem to be increasing. This organisation of support offers educational opportunities and potentials and seems to be a way of enhancing the capacity of the ordinary school system to include a more diverse group of pupils. However, intermediary forms face a number of dilemmas and challenges as well. Based on qualitative data, this case study analyses and discusses the educational and organisational aspects of the new ways of organising teaching for pupils with SEN. [ABSTRACT FROM AUTHOR]

The focus of this paper is on the organisation of inclusive educational provision for pupils with disabilities and special educational needs in mainstream schools. In relation to theoretical context, it outlines the challenges of defining inclusive education, it explores the ideological tensions that characterise the area, including those evident between the Psychology and Sociology paradigms, often reflected in tensions between special education and inclusive education. The paper proposes Organisational Psychology as the obvious meeting point between these conflicting, but also possibly complementary, paradigms. It thus reports the core findings of a study that was informed by the Organisational Psychology paradigm. A combined action research, case study methodology was employed, involving four second-level schools in the Republic of Ireland. The aim of the study was to explore, with school personnel, the issues, opportunities and challenges involved in developing more inclusive policies and practices in schools. A conceptual model of inclusion was developed which was informed by systems thinking, which is at the core of Organisational Psychology, and which emphasises core processes that are essential for the development of inclusive schools. [ABSTRACT FROM AUTHOR]