What counts as evidence of inclusive education?

Research output: Contribution to journalArticlepeer-review

Abstract

Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to Göransson and Nilholm’s critical review of research on inclusive education by considering why a clear working definition of inclusion has thus far proved elusive. It agrees that new types of studies and more theoretically informed work is needed if knowledge about inclusive education is to advance. A framework designed to capture evidence of inclusive education in action is presented as an example of a tool that is both theoretically informed and can be used to transcend contextual differences to obtain a deeper understanding of the ways in which teachers enact inclusive pedagogical practices.
Original languageEnglish
Pages (from-to)286-294
JournalEuropean Journal of Special Needs Education
Volume29
Issue number3
Early online date22 Aug 2014
DOIs
Publication statusE-pub ahead of print - 22 Aug 2014

Keywords

  • definition of inclusion
  • research evidence
  • inclusive pedagogy
  • inclusive education

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