Abstract
In the present article, the roles and usefulness of qualitative research in inclusive education are discussed. Considering inclusive education from a broad viewpoint, inclusion and exclusion are as much about participation and marginalisation in relation to race, class, gender, sexuality, poverty, and unemployment as they are about special education concerns about students with disabilities. Qualitative methods enabled access to human voices, perceptions, and context-based analyses of pupils and teachers in individual schools and classrooms where inclusion is being put into practice. Future research should explore specific methods that might be used to assist children who have severe or profound disabilities, significant communication difficulties, and/or unique communication patterns.
