One of the main problems attributed by the most recent scientific policy to educational research is the fragmentation and insularity that characterize studies and researches carried out (Hesse-Biber and Leavy, 2010). This is especially the case in research related to processes of educational inclusion. The complexity and multidimensionality of these processes make it particularly difficult to reflect on and theorise educational inclusion via the classical model of particular and isolated research groups. This all calls for a comprehensive approach to the subject; one that can be achieved through a certain coordination and complementarity between the different research teams.

For this reason, in 2011 three research teams from three different universities (all in Spain) took on the joint design and development of a research project comprising three independent (yet coordinated) studies regarding the processes of inclusion/exclusion in different communities and provinces. These studies, funded as a coordinated project through the Spanish National Research Plan (EDU2011-2928-C03-01-02-03), have as a common intention the commitment to follow participatory research processes that aim to increase the quality and equity in education. In their studies, the three teams seek to encourage local improvements in the schools and their context.

Nonetheless, each team follows a distinct line of action: one is focused on the development of inclusion projects from the community perspective; another takes participation and the students perspective as the focus of the changes, while lastly the third team centres on the development of natural collaborative support networks to achieve a more inclusive education. In line with the participatory approach, the studies additionally follow an internal logic of change instead of external one whereby programs conceived externally of the participating schools might be applied. So that there is a common use of ad hoc proposals in which principles and processes of research are configured, reformulated and adapted to the contexts in which the study is carried out.

The first study, carried out by the University of Vigo, uses a community-based approach that links community development and school improvement (Bottrell and Goodwin, 2011; Cummings, Dyson and Todd, 2011; Warren, 2007). Its aim is to improve and transform together schools and their social and educational contexts. It calls for schools and all the local services and institutions to be considered as communities of interconnected practices. These communities are therefore required to work together, forging relationships of mutual interdependence that lead to improvements in the school as well as in society

The second study, conducted at the University of Cantabria, is committed with promoting educational improvement projects by increasing participation in schools (Fielding, 2008; Susinos, 2009; Rudduck and McIntyre, 2007). The aim of this project is to promote and document the processes of school change and improvement carried out by virtue of the student voice experience set in motion in different schools from infant to secondary education. The final objective is to advance towards a pedagogy based on participation or “voice”, taking special care of including those students without “pedagogic voice”.

The third study, carried out by the University of Seville, focuses on the issue of educational support. Specifically, it adopts a socio-cultural perspective in analysing educational support in schools (Bedward and Daniels, 2005; Daniels and Hedegaard, 2011). Its aim is to activate the natural support networks that exist within any institution, such that they constitute a collaborative resource for enhancing institutional progress. It promotes the development of Mutual Support Groups (MSG) among teachers, parents and students. 

Bedward, J. & Daniels, H. (2005). Collaborative Solutions: Clinical Supervision and Teacher Support Teams: Reducing Professional Isolation through Effective Peer Support, Learning in Health and Social Care, 4,2, 53-66. Bottrell, D. & Goodwin, S. (Eds.) (2011). Schools, Communities and Social Inclusion. South Yarra. Australia: Palgrave MacMillan. Cummings, C., Dyson, A. & Todd, L. (2011). Beyond the school gates. Can full and extended schools overcome disadvantage? London: Routledge. Daniels, H. & Hedegaard, M. (Eds) (2011). Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum. Fielding, M. (2008). Beyond student voice to democratic community. In http://www.ioe.ac.uk/schools/efps/Beyond_Student_Voice_to_Democratic_Community.pdf. Gallego, C. (2013). Una formación compartida entre familias y profesores para el desarrollo de grupos de apoyo mutuo. Revista de investigación en Educación, 11,3, 109-119 Hesse-Biber, S.N. & Leavy, P. (2010). Handbook of emeregent methods. London, The Guilford Press. Parrilla, Muñoz & Sierra, (2013). Proyectos educativos con vocación comunitaria. Revista de investigación en Educación, 11,3, 15-31 Rudduck, J. & McIntyre, D. (2007) Improving learning through consulting pupils. London: Routledge Susinos, T. (2009) Escuchar para compartir. Reconociendo la autoridad del alumnado en el proyecto de una escuela inclusiva. Revista de Educación, 349, 119-136. Susinos, T. (2013). Desde el mismo lugar no vemos lo mismo. Investigar la participación de los estudiantes como un proceso multivocal. Revista de investigación en Educación, 11,3, 120-132 Warren, M. (2007). Linking community development and school improvement. Community Investments, Fall, 26-30.