Action research is practitioner based research, with the main focus being the transformation of practice. Practitioners look at their own practice and try to improve it, and develop their understanding of it. Action research is personal to the researcher, but they do require assistance for others including students and colleagues in order to implement the best possible changes to their practice. "Action research allows teachers to study their own classrooms - for example, their own instructional methods, their own students, their own assessments - in order to better understand them and be able to improve their quality or effectiveness." Action research is very much an interpretive research method, as the researcher is part of the research. The researcher looks at their own core values within education, and then attempts to improve their practice in order to live out their values in the classroom environment. Action research can be seen as a cycle in which the researcher observes their practice, reflects on what they have seen, plans how to improve it, and then acts on the plans made. (see appendix ?) The researcher can then start the whole process again if they feel they further changes could be made or they are unhappy with the results. In short, "It is a powerful method of bridging the gap between the theory and practice of education; for here teachers are encouraged to develop their own personal theories of education from their own class practice.For the purposes of this research, teacher opinions and views of inclusion relating to their own practice were the focus, rather than adapting personal practice. Due to this, action research was not used as a data collection method. However, if personal attitudes towards inclusion of children with BESD were to be explored, then action research would be a very effective research method.