Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative Agenda

• Published in: Review of research in education Vol. 30; no. 30; pp. 65 - 108
• Main Authors: Artiles, Alfredo J., Elizabeth B. Kozleski, Dorn, Sherman, Christensen, Carol
• Format: Journal Article
• Language: English
• Published: American Educational Research Association 01-01-2006
• Subjects: Academic learning; Classroom environment; Communities; Disabilities; Educational research; Educational theories; Inclusive education; Learning; Learning disabilities; Learning theories; Literature reviews; Mainstreaming; Outcomes of education; Primary secondary education; Regular and special education relationship; Special education; Special needs students; Teachers; Whole school approach
• DOI: 10.3102/0091732X030001065
• EISSN: 1935-1038
• ISSN: 0091-732X

This chapter examines and expands the evidence on inclusive education, with particular attention to the views of learning that inform this work. Rather than an exhaustive scrutiny of studies on the topic, the authors analyse two broad strands of inclusion research grounded in distinct units of analysis, namely whole-school and classroom based research. Studies are selectively cited in each research strand to highlight broad trends and patterns in this body of work. First, the authors define inclusive education and outline various discourse strands in this work. Next, they summarise the historical trajectory of inclusive education and analyse the two inclusion research programs. The authors conclude with reflections about theory and research methods for future inclusive education work. [Author abstract, ed]