Efforts to increase opportunities for the educational inclusion of students described as having special educational needs has been the focus of considerable research across Europe during the past decade (Meijer, Soriano and Watkins 2003). Whilst the Salamanca Statement (UNESCO 1994) served as a stimulus for policy generation related to inclusion in most European States, this has not necessarily resulted in significant changes in the ways in which educational provision has been developed throughout Europe. Researchers in several European countries have conducted investigations into the ways in which policies have been developed and implemented to support inclusion. More recently, research has focused greater attention on those conditions required to create inclusive learning environments (Ambrukaitis and Ruskus 2003), the efficacy of inclusive practice (Peetsma et al 2001) and the potential of emerging pedagogy (Davis and Florian 2004). The majority of studies conducted have concentrated attention upon developments in a single country. Where investigations of inclusion in several countries have been made these have tended to be comparative rather than building upon empirical methodologies which draw upon the trans-national perspectives of individual researchers.This paper considers the challenges of conducting research into inclusion where the researchers come from different European countries and differing research traditions. The presenters, having worked together on specific projects which have attempted to understand emerging models of inclusion from several countries, have identified a number of challenges which have confronted them and which have led to a reappraisal of working in a European research environment. Whilst the difficulties of researchers working in several languages provide an obvious challenge to participants, the differing traditions, expectations and use of research in individual countries has received less consideration but may have a significant impact upon the ways in which findings are interpreted and reported. By drawing upon specific examples from their experiences of collaboration on European research projects, the presenters will propose that when undertaking such work, particular attention needs to be given to ensuring that a clear interpretation of research intent and potential conflicts of understanding and expectations are addressed. The presenters contend that European collaboration for the investigation of inclusion has the potential to provide new insights for researchers, policy makers, teachers and service users alike, but that an increased understanding of the principles of international research collaboration is essential in order to provide knowledge which will have true value.ReferencesAmbrukaitis, J, and Ruskus, J. (2003) Specialiuju poreikiu vaikas bendrojo lavinimo mokykloje: ugdymo kokybes kriteriju identifikavimas. Lithuanian Journal of Special Education. 9 (2) 61 - 72Davis, P, and Florian, L. (2004) Searching the literature on teaching strategies and approaches for pupils with special educational needs: knowledge production and synthesis. Journal of Research in Special Educational Needs. 4 (3) 142 - 147.Meijer, C., Soriano, V, and Watkins, A. (2003) Les besoins educatifs particuliers en Europe. Middelfart: European Agency for Development in Special Needs Education.Peetsma, T., Vergeer, M., Roeleveld, J, and Karsten, S. (2001) Inclusion in education: comparing pupils' development in special and regular education. Educational Review. 53 (2) 125 - 135.UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education. New York: UNESCO.