ABSTRACT
This chapter is concerned with the ways in which teachers can undertake research into the curriculum for children with learning difficulties. The idea of teachers researching the curriculum may appear rather peripheral, given the range of pressing and competing demands which schools face in the current educational climate. It is important, therefore, to begin by addressing the question of why teachers can find it both relevant and useful to adopt a research role. The answer lies in part within the notion of the teacher as a reflective practitioner.
