The United Kingdom, among others, has spent 20 years or more including pupils with special educational needs and disabilities into mainstream schooling. The argument was that whatever specific provision was needed could be provided in most mainstream schools, they could be taught separately for some tasks, and that it was better to allow them to socialise and gain educational experiences with their non-SEN peers. It is hard to see why exactly the same argument does not apply to the most able students in each area.17
