ABSTRACT
The research case studies presented here have been designed to assist educators to reflect upon ways in which education can be inclusive in classrooms and school communities. Evidence from interviews with new entrant students in the ERU-DITE 1 Roadrunner study revealed the effectiveness of strategies used to educate the younger peers of a student with spina bifida at Roadrunner School. The teacher, Ms Nikora, devised her strategies in response to research Christine Rietveld carried out as part of her doctoral thesis (1994) on the participation of children with Down’s syndrome (DS) in new entrant classes. Ms Nikora encountered this research in a teacher education course that included training in action research. Our account highlights the potential of interplay between research, teacher education and educational practice to inform teacher professional development.
