Thinking inclusively, acting inclusively, researching inclusively

This paper starts from the core idea that – as teachers or researchers – there is a close interrelationship between what we do, know and believe. However, despite some common ground in terms of thinking inclusively about children and young people with learning difficulties or disabilities, acting inclusively has evolved very differently for teachers and researchers. The paper explores some of the thinking that is sometimes hidden from view but that shapes our practice as teachers or researchers. It presents the author’s journey to the concept of doing research inclusively and shows how this differs from doing inclusive research. The paper concludes by arguing that this emphasis on dynamic action rather than naming a phenomenon has exciting potential for education as a catalyst for thinking about teaching inclusively