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Creating Meaningful Inquiry in Inclusive Classrooms


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Table of Contents

1. Reclaiming Research: Connecting research to practitioners Teresa Whitehurst, Phyllis Jones and Jo Egerton 2. What Do I Want to Accomplish through My Research? - Raising practitioner awareness of Foetal Alcohol Spectrum Disorders Carolyn Blackburn 3. Existing Knowledge - A starting point for an exploration of parents' views of their son or daughter's transition to adult services Jo Egerton 4. What are the possible ways to investigate what I want to know? - Parents as Research Partners Sally Conway 5. Informed Consent - An ethical consideration when involving students in research Ann Gillies 6. Gathering Information - The `Voice for Choice' project Victoria Hobday 7. Making Sense of Data - An analysis of Alternate Assessment Katie Hawley 8. Sharing Discoveries about Students' Experiences of Inclusive Practices Christine Klopfer and Ann Gillies 9. Relating Discoveries to Practice - Student self monitoring Aisha Holmes 10. Improving Teaching and Learning -The future of practitioner research Teresa Whitehurst, Jo Egerton and Phyllis Jones 11. Moving Forward - embedding research into classroom practice Ann Fergusson

About the Author

Phyllis Jones is an associate professor in the department of Special Education at the University of South Florida. Previously she was a lecturer at the College of Education at Northumbria University. She has previously published for Fultons and Teachers College Press. Teresa Whitehurst has been Research & Development Officer at Sunfield (a national UK charity specialising in the care of children with severe and complex learning needs) for 7 years. Jo Egerton is Research Project Officer for the DfE funded research on children with complex learning difficulties and disabilities project and Research Associate for a Training and Development Agency for Schools-funded research project on Fetal Alcohol Spectrum Disorders.

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