What this research is not

are some of the boundary-lines within which this research is set. 

This research is a case study. ForHammersIey, a case is a 

With the limits enumerated above in mind, the goals of the research become clearer  

These methods are now well recognised, understood and described (see, for example, Burgess, 1984), and there is no need to exphcate them in further detail here. The validity of the data obtained from them and the analysis resulting from them rests in part on assumptions about the truth of the accounts and observations which participants and observers bring to a situation. Ferguson et al. (1992) discuss interestingly the use of interpretive research in understanding the experiences of disabled people. 

One of the corollaries of the position we took in undertaking this research is that there is no clear research question which can be set with any validity at the outset, since the themes must emerge from the process of research as it proceeds. An assumption of such a position is that it is not for the researcher to set the issues with pre-formed ideas. Nevertheless, it is possible to frame the research by restating one of its goals, which is to understand the process of change in the Inclusion Project and the academic and social experiences of the children as they have passed through its first year. 

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