Cyprus, like many other countries, became first involved in the education of disabled children and adults in the nineteenth century. It was -at the time- an English colony, and this was not very helpful regarding the balanced and healthy development of her education system. The perception at the time was one of charity regarding anyone differing from the norm, and the first institutions built reflected this idea. In time, as Cyprus became an independent state and the education system started to flourish, day special schools were developed throughout the country for every possible case of disability. The seventies saw the rise of new concerns, as the Warnock Report was sending ripples of unrest in the area of special education. Legislation was established to cater for all categories of special needs in special schools and classes, and yet the notion of integration spread like fire throughout the schools, and the disability and parental organizations. It took some time before a new law supporting integration was passed in 1999. The new legislation created a number of new opportunities and new challenges for special and mainstream schools alike. Children who had never before attended mainstream school were seen there for the first time, challenging teachers, pupils and parents alike, but mainly challenging the national curriculum. It is not a coincidence that the first generation of these children who successfully faced primary and secondary education are now under the auspices of higher education. Yet, the problems remain. How is the 1999 legislation implemented? What are the current issues regarding integration in school? Is inclusion a practice or a vision? What is the success so far? What are the problems and the challenges facing us? Drawing on past and current research, we shall follow the 'road to inclusion' and discover what is still left to be done.

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