The matter of ‘evidence’ in the inclusive education debate?

Abstract

Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programmes and knowledge to do this is perfectly respectable. But what is ‘evidence’ in education and at what point is it useful and informative in inclusive education? This paper considers the need for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit individuals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials, yet, as is discussed in this chapter there are many advocates for evidence based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programmes and teaching in all facets of education. However, the requirements for research rigour mean that it is not practically possible to measure interventions in inclusive education so that they are generalisable across many other students with support needs because the interventions need to be specific to individual need and therefore are not generalisable nor are they intended to be. This chapter suggests that a narrow approach to what is evidence based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education is much more than robust scientific methodologies can measure and this should be remembered. ‘Good’ education is inclusive education which may or may not be recognised as evidence based practice.