ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book explores the potential of teacher research to bring about informed changes in practice and policy in the area of special educational needs. It examines both why teacher research has been relatively neglected in special education and what the essence of its contribution might be. S. Hegarty argues that qualitative research is particularly suited to a number of topics in special education. These include investigations into pupils' and teachers' perspectives and experiences of special education programmes; clarifying the implications of various policy options; evaluating innovations; and providing detailed accounts of various forms of special education provision. Such a research agenda inevitably required a shift from the more traditional emphasis of psychology upon studies of specific children, either as individuals or groups, to a broader range of approaches.
