ABSTRACT
This chapter explores a multi-dimensional approach to practitioner research and reflects on how the outcomes from a small-scale project can help to build and develop a collaborative, problem-solving approach to reducing barriers to inclusion. Inclusive education, however, is not a ‘quick fix’ (Corbett, 2001). Real change takes time and the move towards an inclusive community presents many challenges for schools. We are, in my own school (an 11-18 comprehensive), at the beginning of an exploration into our culture, ethos and practice from which we can develop inclusive policies. This action research project forms only one small element in the move towards this goal.
