The introduction of the Additional Support for Learning Act (2004) has been a significant milestone in Scotland's understanding of issues of inclusion in schools. The Act is already beginning to have a significant and far-reaching impact on the work of schools; requiring school staff to reconceptualise what was traditionally known as 'special needs', strengthening children's rights, increasing the power of parents and asserting a much more complex and dynamic view of potential barriers to inclusion. The City of Edinburgh Council has been keen to support schools as they seek to understand the implications of the Act and to develop a coherent and child-centred response to it. The research on which this paper is based, examines a pilot course offered by City of Edinburgh as it developed over a school year, and the 'learning journey' of key staff (pastoral care, learning support, behaviour support) as they began to develop integrated support teams in their schools. Three mainstream secondary schools opted in to this pilot project. The 3 schools met together for 3 focus group sessions over the course of an academic year. Each of these sessions was formally evaluated in writing by participants. In addition, 3 consultation sessions took place in individual schools over the year. These more informal and less structured sessions allowed staff to reflect on how the necessary changes could be addressed within the context of their own particular local needs and priorities. Individual interviews took place with the Team Leaders with responsibility for Additional Support for Learning in each school at the end of the pilot.Preliminary findings suggest that there are still some contradictory and partial understandings of this new broader reconceptualisation of additional support needs. However, staff in these schools are beginning to engage with some of the most challenging aspects of change and have begun to raise some significant and constructive questions through this process. Education (Additional Support for Learning) (Scotland) Act 2004. Fraser, N. (1989) Unruly Practices, University of Minnesota, Minneapolis. Fullan, M. (1993) Change Forces, Falmer Press, London. Hamill, P. and Boyd, B. (2002) Equality, Fairness and rights - the young person's voice, British Journal of Special Education, 29 (3). Head, G. and Jamieson, S. (2006) Taking a Line for a Walk; including school refusers, Pastoral Care in Education, September 2006. Levitas, R. (1998) The Inclusive Society, Macmillan, London. Lloyd, G. and McCluskey, G. (forthcoming) Education and Gypsies/Travellers: 'Contradictions and Significant Silences', International Journal of Inclusive Education. McCluskey, G., Lloyd, G. and Stead, J. (2005) 'It was better than sitting in a group and talking'. An evaluation of a film-making project with young people in trouble or 'at risk' in school, Pastoral Care in Education, 22 (4), December 2004. McCluskey, G. (2005) What does Discipline Mean in Secondary Schools now? Scottish Educational Review, Nov 2005. McCluskey, G. (forthcoming) Exclusion from School; what can 'included' pupils tell us? British Educational Research Journal. Schoon, I. and Bynner, J. (2003) Risk and Resilience in the life course: implications for interventions and social policies, Journal of Youth Studies, 6 (1); 21-31. Skrtic, T. (1991) The special education paradox: equity as the way to excellence, Harvard Educational Review, 61: 148-206. Slee, R. (1998) Inclusive Education? This must signify 'New Times' in educational research, British Journal of Educational Studies, 46 (4); 440-454. publication is planned