ABSTRACT
Hegarty et al. (1981) set the scene for research on integration and inclusion with great clarity. They say that it is not for the researcher to answer the big questions, such as, ‘Include or segregate?’ As we have noted earlier, answers to these questions – even if they were clearly defined questions in themselves (which they are not) – are more for society than for researchers to answer, since answers rest on the ethical stance taken by the society answering. The researchers’ contribution, say Hegarty and his colleagues, is an ancillary one, providing evidence and helping to frame the terms of reference. In providing such evidence, the researcher will look at the effects of inclusion on the students and the school. It is then for others to make judgements on the basis of the evidence. In the final analysis, judgements will be made on a mix of empirical evidence and the values held by society.
