Research is key to the development of professional practice that improves outcomes for children with SLD/PMLD/CLDD.
Research inquiry involves deep questioning of 'how' and 'why' things are done. The experience and knowledge of practitioners are major attributes to bring to the research arena and, combined with a systematic approach to gathering evidence and analysing its significance, can produce a strong evidence base.
Teachers, teaching assistants and other school staff have found that engaging in and with research can be highly rewarding and provide exciting opportunities for professional development.
![A male teacher and young boy conduct
a qualitative research exercise](img/m16p010c/abettridge_0367_2.jpg)
Professional development for teachers is high on the government agenda and evidence-based
practice is a compelling force within
school improvement.
The benefits of school-based inquiry may be realised at individual, class, department and whole school levels. By choosing to research some facet of our professional experience (eg identifying the needs of a child with a rare disorder) we can generate knowledge and understanding which translates into more effective practice.
The point of school-based research is to make a difference to the students that we teach. Listen to this teacher talking about the outcomes of the Complex Learning Difficulties and Disabilities Research Project (Carpenter et al, 2011a,b) for a young boy in her class.
Research is not distant from practice but its lifeblood. It's
what excellent teachers do.
Mary Whitehead, Head teacher, Halstow Primary School
![A teacher sits in front of a row of children](img/m16p010c/msqU7705.jpg)
It has made me
definitely change
the way I look at
children... Through
the [research]
project we have something to back up what we are saying about the learning of children.
Carpenter et al, 2011a,b
![Teachers and pupils sat round a
classroom table](img/m16p010c/abettridge_0364_4.jpg)
Research can take many different forms, but some principles are common to all good research:
- There is a clear statement of research aims, which defines the research question and is informed by current knowledge;
- A disciplined approach is taken to ensure reliability and consistency of observation and interpretation;
- There is an information sheet for participants which sets out clearly what the research is about and informed consent is obtained.
![A teacher sits in front of a row of children](img/m16p010c/msqu7643.jpg)
- The research should have appropriate and sufficient resources;
- Reflection on the information generated from the research will be disseminated, at least to those participating;
- The research should be ethical and not harmful in any way to the participants;
- The complete research process should be carried out
with impartiality.
![opened book](img/m16p010c/book_5.png)
Carpenter, B., Egerton, J., Cockbill, B. and Owen, T. (2011) Having new eyes: engaging children and young people with complex learning difficulties and disabilities in learning, PMLD-Link, 23 (2), 4-6.
Carpenter, B., Egerton, J., Brooks, T., Cockbill, B., Fotheringham, J. and Rawson, H. (2011a,b) The Complex Learning Difficulties and Disabilities Research Project: Developing pathways to personalised learning. London: Specialist Schools and Academies Trust (now The Schools Network) (accessed 12.1.12).
General Teaching Council for England (2006) Using Research in Your School and Your Teaching: Research-engaged professional practice. London: GTC (accessed 12.1.12).
![opened book](img/m16p010c/book_6.png)
You might also be interested in reading one or more of the following books to support Level C:
Bell, J. (2010) Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science. Maidenhead: Open University Press.
Blaxter, L., Hughes, C. and Tight, M. (2006) How to Research (3rd edition). Buckingham: Open University Press.
Carpenter, B. and Egerton, J. (eds) (2007) New Horizons in Special Education: Evidence-based practice in action. Clent: Sunfield Publications.
Cryer, P. (2006) The Research Student's Guide to Success (3rd edn). Buckingham: Open University Press.
![opened book](img/m16p010c/book_6.png)
Denscombe, M. (2002) Ground Rules for Good Research. Maidenhead: Open University Press.
Denscombe, M. (2010) The Good Research Guide for Small Scale Social Research Projects (4th edn). Maidenhead: Open University Press.
Jones, P., Whitehurst, T. and Egerton, J. (eds) (2012) Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' stories of research. London: Routledge.
Porter, J. and Lacey, P. (2005) Researching Learning Difficulties: A guide for practitioners. London: Paul Chapman.
Roberts-Holmes, G. (2011) Doing Your Early Years Action Research Project: A step by step guide (2nd edn). London: Sage.
![opened book](img/m16p010c/book_6.png)
Robson, C. (2011) Real World Research (3rd edition). Oxford: Blackwell.
Rose, R. and Grosvenor, I. (2001) Doing Research in Special Education: Ideas into Practice. London: David Fulton.
Also, visit the National Foundation for Educational Research site.