ABSTRACT
This chapter examines some philosophical and methodological issues that have arisen in research about inclusive education. The diversity of research assumptions has been described as fragmented and leading to unproductive dialogues, for example, between ‘emancipatory’ versus ‘investigatory’ research approaches. Dilemmas about the purposes of educational research, which apply to this field too, are also discussed. The implications of a review of the effects of inclusion on children and young people with and without SEN/disability are examined, leading to a framework of definitions, contexts and the interaction of factors to be taken into account in effects research. Such a framework could counter the commonly found preferences for simple generalised conclusions to confirm pre-existing positions. The chapter then sets out a pragmatist informed approach to combining in research different methodological approaches, while arguing that the multi-dimensionality of inclusion and the limitations of effectiveness research, leads back to considering the value of inclusion. Here the thick–thin distinction in ethical evaluations (as in inclusion) is discussed. The chapter concludes that there is a place for both thin and thick concepts of inclusion in educational research which are seen as interacting with each other.
