Scotland's biggest teaching union has warned that policies of social inclusion must not operate at the expense of other pupils.

The Educational Institute of Scotland (EIS) commissioned a study of its members' opinions to help shape its response to the Scottish Executive's National Debate on Education which was launched earlier this year.

The report also highlighted teachers' concerns over the structure of the curriculum.

Ronnie Smith: Increasing integration

The EIS said the research found that many teachers felt that the issues of social inclusion and disruption in the classroom were inseparable.

They voiced concern about the effects of children with social, emotional and behavioural problems on the 95% of pupils who were not disruptive.

In addition, many teachers felt ill-prepared to deal with the challenge of pupils with additional needs.

When asked about the curriculum, primary teachers agreed that it was "too broad, too bitty and overcrowded".

At secondary level, teachers doubted whether the curriculum met the needs of all pupils.

There was also general concern about the emphasis on National Testing.

'Raised concerns'

The EIS will use the findings commissioned from the Scottish Council for Research in Education (SCRE) to draw up its recommendations for the National Debate on Education.

Launched by the Scottish Executive earlier this year, the debate is open to anyone with an opinion on the future of Scottish education.

EIS General Secretary Ronnie Smith said: "Teachers, in responding to the questions raised by SCRE, have raised concerns about the growing numbers of youngsters with social, emotional and behavioural difficulties who are being integrated into mainstream schools."

He said that many teachers felt they were not well enough prepared to help the large numbers of pupils who would previously have received alternative assistance.