PLEASE SCROLL DOWN FOR ARTICLE This article was downloaded by: On: 29 April 2011 Access details: Access Details: Free Access Publisher Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37- 41 Mortimer Street, London W1T 3JH, UK British Educational Research Journal Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713406264 Inclusive education: discourse and action Online publication date: 19 October 2010 To cite this Article (2005) 'Inclusive education: discourse and action', British Educational Research Journal, 31: 2, 269 ��� 275 To link to this Article: DOI: 10.1080/0141192052000340251 URL: http://dx.doi.org/10.1080/0141192052000340251 Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

THEMATIC REVIEW Inclusive education: discourse and action Inclusive education: readings and reflections G. Thomas & M. Vaughan, 2004 Maidenhead, Open University Press 215 pp. ISBN 0-335-20724-3 Inclusion: the dynamic of school development D. Skidmore, 2004 Maidenhead, Open University Press 140 pp. ISBN 0-335-20481-3 Educational inclusion as action research: an interpretive discourse C. O���Hanlon, 2003 Maidenhead, Open University Press 131 pp. ISBN 0-335-20732-4 The themes and their genesis I write this thematic review having recently completed an EPPI (Evidence for Policy and Practice Information) systematic review on pedagogical approaches for including children with special educational needs in mainstream classrooms (Nind & Wearmouth, 2004). As we are all inevitably changed by our experiences and I have been immersed in a particular process and a certain kind of literature, I might now find myself programmed to ���keyword���, ���data extract��� and search for evidence. I might have a clear set of themes in my head that has emerged from the systematic review as unifying or central concepts in inclusive education. But instead I find myself grappling with notions of what makes a difference. Is it ���hard evidence��� of the kind that the EPPI system drives us to seek, or is it the inspiration we gain from books rich in ideology and stories of practice? I know I am a different teacher, for instance, because of Hart���s (1996) Beyond special needs and Hart British Educational Research Journal Vol. 31, No. 2, April 2005, pp. 269���275 ISSN 0141-1926 (print)/ISSN 1469-3518 (online)/05/020269-7 # 2005 British Educational Research Association DOI: 10.1080/0141192052000340251