ABSTRACT
Despite thousands of published articles, chapters, and books purporting to provide authoritative guidance to teachers in how to be inclusive in their practices, and despite the now common presence of comparable content in teacher preparation programs, there remains little real empirical evidence that shows how or under what circumstances or at what scales these practices are “effective” or, indeed, in what sense they may be construed to be “effective”. Part of the reason for the dearth of assuring research (e.g. see Simpson, 2004) over the past decade may be that “inclusion” (or “inclusive education”) really refers to whole environments and is not merely the sum of specific practices taught to teachers in their professional preparation.
