ABSTRACT
In this chapter, the authors explore the concept of educational research, and based on evidence, they explain why they think that the term has been overly used and sometimes abused in the field of SEND education, particularly when it comes to learners with severe learning disabilities (SLD), Complex Learning Disabilities (CLD) and PMLD. However, conducting practitioner or school-based research aiming for at least EIPs, although very much needed, is only one side of the coin. Disseminating practitioner or school-based research findings is an issue of significant importance, since, as they have already seen, school-based research is not commonplace. Clearly, the ideal of evidenced-based research informing educational practice is a sound one, and this chapter seeks to explain how teaching staff might be able to contribute to the limited knowledge of how best to teach those of all ages with SLD, CLD and PMLD.
