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Setting an Agenda for Research
| Content Provider | Scilit |
|---|---|
| Author | Rose, Richard Shevlin, Michael |
| Copyright Year | 2021 |
| Description | Inclusive education has been the subject of considerable investigation in recent years. While most of the research conducted in this area has been small scale and narrowly focused upon attitudes and expectations, there is a general recognition of a need to provide greater understanding of those factors that impact upon the efficacy of inclusive school practices (Rose et al., 2010; Loreman et al., 2014). In conducting Project IRIS (Inclusive Research in Irish Schools), the researchers were aware of the need to conduct an investigation which would provide a holistic view of developments in Irish schools. Maintaining a focus upon the four distinctive areas of policy, practice, experiences and outcomes, while recognising that each of these invariably impacts upon the others, enabled the researchers to gain a broader perspective of the development of inclusion in a single country than has been achieved in many other studies. The need to pursue a research agenda which considers the interactions between the many variables which impact upon our understanding of how inclusive education may be developed is important if we are to set an agenda for further development in this field (Göransson and Nilholm, 2014; Nind, 2014; Vaughn and Swanson, 2015). Book Name: Establishing Pathways to Inclusion |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2016-0-28899-5&isbn=9781003144045&format=googlePreviewPdf |
| Ending Page | 169 |
| Page Count | 7 |
| Starting Page | 163 |
| DOI | 10.4324/9781003144045-17 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2021-02-15 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Establishing Pathways to Inclusion Agenda for Research Setting an Agenda Inclusive Education Irish Schools |
| Content Type | Text |
| Resource Type | Chapter |
