The UN Special Rapporteur states clearly that transition from segregated, special education to inclusive education is not a simple matter, and the complex issues it raises must be squarely faced. For example 'integration', often in the guise or in the place of true inclusion in education, has created its own difficulties. Attempts at integration into mainstream schools without accompanying structural changes in organisation, the curriculum, and teaching and learning strategies, have failed to meet the educational rights of disabled persons. Integration may simply lead to exclusion in the mainstream rather than in special schools.