The inclusion of pupils with special educational needs into mainstream schools and especially those who have more recently been educated in special schools, can be seen to be a topical and significant focus for educational debate. This thesis considers the issues surrounding this debate, with particular reference to pupils in the junior years of schooling. Research within an interpretive paradigm was conducted using semi-structured interviews, marginal participant observations and document scrutiny, in order to ascertain teacher perceptions of the conditions required to include a range of pupils with special educational needs. Teacher samples were established in non-inclusive schools, and the perceptions of these teachers were compared to those of teachers working in a school acknowledged for well established inclusive practices. Further consideration through classroom observation was given to the relationship between the recorded teacher perceptions, and the realities of the classroom situation. Qualitative data gathered through the research was used to discuss the possible implications of a move towards greater inclusion. Key issues were identified, including the effective use of classroom support, the identification of training needs, and variations in attitudes which may be significant if a more inclusive education system is to be achieved. The findings of the research were related to the literature in this area. The thesis concludes by identifying areas for further study, and recommending ways forward towards developing more inclusive schools.