This article examines the issue of children with a disability who are 'info
rmally integrated' into mainstream school. Its main purpose is to reflect t
he views and experiences of parents, and to identify the major difficulties
that arise and their suggestions for ameliorating the situation. The data
is based on a series of interviews and focus groups of parents. In order to
provide a balanced perspective, responses of schools to a questionnaire we
re also included. Teachers were asked to express their views about integrat
ed education. These responses were then categorised. It was found that lack
of resources and training predominated.