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CHAPTER 2: METHODOLOGY This research has several objectives and questions that offer detailed direction to achieve the intended research aims. Research Aims The research explores the successes and challenges in implementing inclusive practices in secondary and high schools in Bangladesh and the UK by reporting on critical components within an inclusive school for success and the barriers to inclusion within the school. Research Questions The research questions for the research entail: i. What are the essential elements that contribute to successful inclusive practice, and how do these overlapping themes from the literature apply to creating successful inclusive schools, encompassing aspects like strong leadership and inclusion training for staff? ii. What are the challenges in implementing inclusive education practices in secondary and high schools in the UK? iii. What are the challenges in implementing inclusive education policies in secondary and high schools in Bangladesh? I hypothesize that inclusive education practice implementation has been more successful, with children with disabilities, in the UK than in Bangladesh, with Bangladesh experiencing a lot more challenges than the UK. However, the two countries can improve the situation through increased focus on the failures and building on the notable successes. Research Objectives The following study objectives can be developed based on the research aim and questions: i. To identify the essential elements that contribute to the success of inclusive schools PU BLI C / CY HO ED DU S

ii. Identify and assess the difficulties encountered in implementing inclusive education practices in high schools in the United Kingdom. iii. Identify and analyze the problems encountered in implementing inclusive education practice in Bangladesh secondary and high schools. It is crucial to note that this study’s objectives are consistent with its aims and questions and seek to give a thorough knowledge of implementing inclusive education practice in both the United Kingdom and Bangladesh. Furthermore, the study tries to reveal the barriers and obstacles that impede the realization of inclusive education goals by identifying and analyzing the issues experienced in practice implementation in both situations. Databases Searched Since this study takes the form of desktop research, there should be a rigorous and comprehensive topic analysis. Therefore, the research will search credible databases to gather relevant peer-reviewed literature. The databases include and are not limited to digital libraries, academic databases, and educational research repositories. The databases will consist of the following;  JSTOR  British Education Index  Google Scholar  Wiley Online Library These broad databases are chosen based on their credibility and relevance to the study’s topic. Before embarking on the inclusion and exclusion criteria, it is crucial to highlight some of the keywords and phrases used to identify the articles before applying the standards. The following are the research’s keywords and phrases. PU BLI C / CY HO ED DU S

 Inclusive education  Inclusive education practice in the UK.  Inclusive education practice in Bangladesh  Implementing inclusive education practice  Education Equity in Bangladesh  Education equity in the UK.  Special educational needs,  Challenges in inclusive education  Education policies, high schools Inclusion And Exclusion Criteria – How Articles Were Selected When performing a desktop research study, it is critical to consider the inclusion and exclusion criteria. These variables are guiding principles for identifying relevant and trustworthy data that matches the study objectives and questions. As a result, these criteria help choose relevant and valid sources while minimizing bias or inappropriate information. In most cases, the inclusion criteria specify the characteristics or qualities that a source or study must have to be selected for inclusion in the research. Conversely, exclusion criteria identify elements that would cause resources or publications to be excluded from the study. This study has several inclusion and exclusion criteria to ensure validity and meet its goals, objectives, and questions. Inclusion Criteria  Articles should be from peer-reviewed databases and recognized government websites (Websites with either edu., org. or gov. uk).  Articles published in the last 5-10 years. PU BLI C / CY HO ED DU S

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 Articles published in English.  Studies/ research in articles should be located in the UK and Bangladesh. Exclusion Criteria  Articles and books published in a language other than English.  Articles and books were published more than ten years ago.  Non-educational or authentic website.  Not peer-reviewed articles  Focused on other countries besides UK and Bangladesh Advantages and limitations of using a desktop study approach Advantages of using a desktop study approach: Cost-effectiveness: Desktop research is more value-powerful than subject research because it relies upon current facts and materials, decreasing the need for additional sources (Akhter et al., 2021). The cost-effectiveness of a desktop study approach is particularly advantageous for researchers with limited budgets or resources. By relying on existing data and materials, researchers can save costs associated with data collection and fieldwork, making it a more accessible option for various research projects. Time-efficient: Conducting a literature overview is frequently faster than conducting new studies because it involves studying conveniently to be had information. The time-efficient nature of a desktop study allows researchers to quickly gather and analyze information, making it an ideal choice for time-sensitive projects or when immediate insights are needed. This approach can expedite the research process, enabling researchers to focus on data interpretation and drawing conclusions. PU BLI C / CY HO ED DU S

Broad scope: A desktop study allows researchers to cover various sources and data from various locations and periods, enabling a comprehensive analysis (Akhter et al., 2021). The broad scope provided by a desktop study is beneficial for researchers aiming to explore diverse sources and data from various contexts. This wide-ranging approach can lead to a more comprehensive understanding of the research topic and potentially uncover patterns or trends that may have been overlooked in narrower studies. Insights from previous work: By examining prior research and studies, researchers can build upon existing knowledge and gain insights from the collective findings of others (Akhter et al., 2021). Drawing insights from previous work through a desktop study helps researchers build upon existing knowledge and theories. By synthesizing findings from multiple sources, researchers can identify gaps in the literature and formulate research questions that contribute meaningfully to their field of study. Ethical considerations: Since a desktop study uses pre-existing data, there are generally fewer ethical concerns, as no direct involvement with human subjects is required. From an ethical standpoint, a desktop study typically involves working with pre-existing data, minimizing direct involvement with human subjects. This reduces potential risks and ethical concerns related to informed consent, privacy, and data collection procedures, making it a preferable option for certain research areas where these considerations are essential. Limitations of using a desktop study approach Limited management over information exceptional: Researchers have less control over the satisfaction and accuracy of the facts used in a literature review because it relies on sources created by others (Braun et al., 2021). One of the main limitations of a desktop study approach is the limited control over data quality and accuracy. Researchers rely on information PU BLI C / CY HO ED DU S

gathered and analyzed by others, potentially leading to variations in the reliability and relevance of the data used for the literature review. Potential bias: Existing statistics can be encouraged by employing the biases and obstacles of the original researchers, potentially affecting the reliability of the conclusions drawn within the computing device observed (Akhter et al., 2021). The use of existing data introduces the risk of potential bias and limitations inherent in the original research. If the original studies were influenced by certain biases or constraints, these could carry over into the findings of the desktop study, impacting the credibility of the conclusions drawn. Lack of context: Without carrying out number one research, vital contextual statistics may be ignored, making it hard to completely recognize the complexities of a specific subject matter (Braun et al., 2021). A desktop study may lack the depth of context that primary research provides. Without direct data collection, researchers may miss crucial contextual information, hindering a comprehensive understanding of the complexities surrounding a specific subject. Data availability: Depending on the concern, some information may be previous, incomplete, or unavailable, restricting the scope of the take-a-look. Data availability can be a significant obstacle in a desktop study. Some relevant data might be outdated, incomplete, or simply unavailable, constraining the scope of the research and limiting the depth of analysis. Inability to reply to specific questions: A computer that has a look at it won't be able to cope with certain research questions or offer in-intensity insights which could handiest be acquired thru direct statistics series (Braun et al., 2021). Certain research questions may be challenging to address through a desktop study. In-depth insights that require direct data collection and analysis might not be attainable, leaving some specific questions unanswered. PU BLI C / CY HO ED DU S

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Overreliance on present resources: Relying totally on existing information can cause ignored opportunities for exploring new avenues of research or gaining clean views (Akhter et al., 2021). Overreliance on existing sources can limit the exploration of new research avenues or fresh perspectives. Researchers may miss out on opportunities to develop novel insights by exclusively relying on previously published materials, potentially constraining the originality of the study. To conquer a number of these limitations, researchers frequently complement desktop studies with number one study methods, including surveys, interviews, or experiments, to offer a more comprehensive understanding of the subject rely upon. Data Analysis Here's an outline of how the thematic analysis will be conducted: To begin with Data Familiarization: The first step involves familiarizing oneself with the information, which, in this example, includes analyzing information on the content of the selected articles (Willumsen et al., 2019). Data familiarization is a vital initial step in the thematic evaluation process, wherein the researcher immerses themselves within the decided-on articles' content. By cautiously reading the facts contained inside these articles, the researcher gains a comprehensive understanding of the subject remember and the potential subject matters that may emerge. This process entails thoroughly analyzing and reviewing the statistics, listening to key ideas, thoughts, and statements. Generating Initial Codes: As the researcher reads through the articles, they will identify and label relevant data segments with initial codes (Jahja et al., 2021). These codes will help in capturing specific ideas, concepts, or statements related to inclusive education practices, successes, and challenges in both the UK and Bangladesh. During the process of generating PU BLI C / CY HO ED DU S

initial codes, the researcher carefully reads through the selected articles, actively identifying and labeling relevant data segments. These preliminary codes function as tags or markers, permitting the researcher to seize particular thoughts, ideas, or statements touching on inclusive schooling practices, successes, and demanding situations inside the context of both the UK and Bangladesh (Hunt, 2021). By systematically coding the data, the researcher organizes and categorizes the data, making it less difficult to extract significant insights and styles. Searching for Themes: The researcher will begin searching for patterns or themes among these codes after generating initial codes. Themes are recurring concepts or ideas that cut across different segments of the data. The researcher will compare codes and look for commonalities to form potential themes. Reviewing Themes: At this stage, the researcher will review and refine the identified themes, ensuring that they accurately represent the data and are relevant to the research questions (Willumsen et al., 2019). The themes should be meaningful and contribute to understanding the successes and challenges of inclusive education practices in both countries. Defining and Naming Themes: Once the themes have been finalized, the researcher will define and name each theme to capture its essence concisely. Clear definitions of themes help maintain consistency during the analysis. Well-defined themes ensure coherence and consistency throughout the analysis, enabling easy reference and interpretation of the findings (Aguinis & Solarino, 2019). By articulating the themes in a succinct manner, the researcher enhances the clarity of the thematic analysis, facilitating effective communication and presentation of the research results. These defined and named themes become the backbone of the analysis, providing a cohesive structure to the research insights. PU BLI C / CY HO ED DU S

Grouping Data: The researcher will then organize the relevant data within each theme to provide evidence and support for the identified themes. This step ensures that the analysis is grounded in the data and allows for a deeper understanding of each theme's implications (Mihas, 2019). By grounding the analysis in the data, this step enhances the validity and reliability of the research findings. Organizing the data within each theme allows for a comprehensive exploration of the underlying patterns and implications, facilitating a deeper understanding of the complexities and insights derived from the thematic analysis. Data Interpretation: In this phase, the researcher will interpret the data within each theme, looking for relationships, connections, and possible explanations (Sinkovics, 2018). This interpretation will involve critical thinking and drawing on relevant literature to contextualize the findings. Critical thinking and referencing relevant literature contextualize the findings, providing a deeper understanding of the research insights. Validating Findings: To ensure the credibility of the analysis, the researcher may use techniques like member checking or seeking input from colleagues or experts in the field (Sinkovics, 2018). Seeking input from colleagues or experts in the field provides an external perspective, strengthening the trustworthiness of the findings. Through validation, potential biases or inaccuracies can be addressed, enhancing the overall robustness and reliability of the research outcomes. Reporting the Results: Finally, the researcher will present the findings coherently and organized, using appropriate quotes and examples from the selected articles to support each theme. The thematic analysis report should address the research questions and objectives, offering insights into the successes and challenges of inclusive education practices in the UK and Bangladesh. PU BLI C / CY HO ED DU S

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Throughout the process, the researcher will remain attentive to any counter-evidence or contradictory data to avoid biases and ensure a rigorous and comprehensive analysis of the selected articles. The research-specific literature and previous studies on inclusive education practices will be referenced to support the interpretations and provide a broader context for the findings. Dissemination The findings of this study will be disseminated through several approaches. First, the results of the research will be presented in a graduate conference organized by the University of South Wales where educators, examiners and fellow learners in the MA classes, among other parties will be available. Additional dissemination will be carried out through publishing the paper findings in peer reviewed journals, as a fulfillment of the MA University graduation requirements. To enhance the studies’ visibility and accessibility, the paper's findings might be submitted for eBook in reliable peer-reviewed journals. This avenue aligns with the MA University commencement requirements and guarantees rigorous scrutiny by way of problem remember specialists and researchers within the subject. Through booklet in instructional journals, the studies gain reputation and contributes to the body of knowledge, accomplishing a broader worldwide target audience of students, policymakers, and practitioners. PU BLI C / CY HO ED DU S

References Aguinis, H., & Solarino, A. M. (2019). Transparency and replicability in qualitative research: The case of interviews with elite informants. Strategic Management Journal , 40 (8), 1291-1315. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/smj.3015 Akhter, S., Javed, M. K., Shah, S. Q., & Javaid, A. (2021). Highlighting the advantages and disadvantages of E-learning. Psychol. Educ, 58(5), 1607-14. Available at: https://www.researchgate.net/profile/Anam- Javaid/publication/352329894_Highlighting_the_Advantages_and_Disadvantages_of_E- Learning/links/60c3bbcb299bf1949f4e609c/Highlighting-the-Advantages-and- Disadvantages-of-E-Learning.pdf Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International journal of social research methodology , 24 (6), 641-654. Available at: https://www.tandfonline.com/doi/abs/10.1080/13645579.2020.1805550 Council for Disabled Children (2023) Participation , Council for Disabled Children . Available at: https://councilfordisabledchildren.org.uk/what-we-do-0/areas-work/participation . Hunt, P. F. (2021). Inclusive education: The case for early identification and early intervention in assistive technology. Assistive Technology , 33 (sup1), S94-S101. Available at: https://www.tandfonline.com/doi/abs/10.1080/10400435.2021.1974122 Jahja, A. S., Ramalu, S. S., & Razimi, M. S. A. (2021). Generic qualitative research in management studies. JRAK (Jurnal Riset Akuntansi Dan Bisnis) , 7 (1), 1-13. Available at: http://jurnal.plb.ac.id/index.php/JRAK/article/view/523 PU BLI C / CY HO ED DU S

Mihas, P. (2019). Qualitative data analysis. In Oxford research encyclopedia of education . Available at: https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acref ore-9780190264093-e-1195 O’Neill, G., & Padden, L. (2022). Diversifying assessment methods: Barriers, benefits and enablers. Innovations in education and teaching international , 59 (4), 398-409. Available at: https://www.tandfonline.com/doi/abs/10.1080/14703297.2021.1880462 Sinkovics, N. (2018). Pattern matching in qualitative analysis. The sage handbook of qualitative business and management research methods, 468-485. Available at: https://www.torrossa.com/gs/resourceProxy?an=5018775&publisher=FZ7200#page=489 Willumsen, P., Oehmen, J., Stingl, V., & Geraldi, J. (2019). Value creation through project risk management. International Journal of Project Management , 37 (5), 731-749. Available at: https://www.sciencedirect.com/science/article/pii/S0263786318304848 PU BLI C / CY HO ED DU S

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