I need help with a Methodology chapter. Literature Review had been earlier answered

******* 3: MethodologyIntroduction ******* **** ******* **** *********** ** ******** the ************** ******** ******* *********** ******** *** ** ********* ********* ********* from * subjective *********** *** evaluate *** ******** **** ********** ******** **** ********* ** ************ ** *** subject matter *** ******** any ****** **** *** ********* the ******** process and ********** employed to ******** literature ****** ******** ********** **** ***** on ********* *** **** ******** journals through following ************* ******* **** ******** including and excluding journals that *** ******* ******** *** **** reputable scholars *** *** ********** ** ****** fewer ******** *** ******** ******** ****** ***** The **** ********** method **** * **** ****** ******* ********** *** ******* and ***** *** journal's findings ** ******* *** literature review (Faber and ******* 2014) ** addition I ******** ******* ******* principles during *** ******** ******** *** ***** ethical ********** ******** ******** to openness ******** ** ************ ******* ****** **** ** my *** ********** proper ********* *** ******** ** recognise ********** work and ********** ************ ******** ** ******* plagiarism Other ******* ********** ******* ******** ensuring the *********** ** *** sources ** ********* ******* ***** **** ** ***** *********** ******** ********* *** purpose ****** and Fonseca 2014) *** ******* **** *********** framing ******** which encompasses ************** ******** which ** ******* ** ************ research finding ************* ***** give *** *********** ** ******** ******* *** ******** methodology ** *** the **** ******** were ********** ******** *** ******* criteria ******** to **** ** **** ********* *** credible ******** *** subheading ****** how *** research **** ** *********** ******** *** ** place ** ***** ** *** ****** ********* *** ******* ************** *** *** critical analysis ** **** *** ******* ******** *** in ***** ** ensure *** ******** credibleFraming ******** * **** *** ************** ******** ***** *** been described ** ****** ****** ** **** ******** for ****** science *** ********* projects because ************** paradigm stresses the **** ** *** analysis **** ******* * ******** ************** desk ******** approach which * **** ******* ** ******* details later ** ** *********** more ** ********* ********* *** ** ****** *** three research ******** ***** relates ** barriers and opportunities ** ********* ** ******** **** SEND ** ********** school(Scotland ***** ******** * **** *** ************ ******** ******** because * wanted to ***** ******** ******** literature ** inclusion ** **** ******* ** ********** ********* through ************ **** *** not ** create *** theories ********* ******************* ******** ******* me more on ******* ******** *** experience ** ******* ******* *** ******* ******* *** ***** *** ** gain ***** perspective on inclusive education ******* ** al ***** * believe **** research *********** **** **** to ******* **** on the highlight ******* attitude and ********** of student from ***** *********** and ********** they **** ** gain ** accurate reality ** ***** experience (Scotland ***** I *** **** ** *** ************** ******** through qualitative ******** ** ******* **** *********** *** ********** ** ******* ******* *** ******* (Pham ***** ************** is **** ********* than ********** ******* it ******* *********** ******* ** gain * ****** understanding of humanbehaviour and ****** ********* ** ***** ******* ***************** paradigm ******** ********** **** ** ******** ** ********** methods of ************* ********** ******** ********* **** *************** *********** and ****** ***** on ********** ***** to ** the ***** *** understanding ***** ********* ***** ** is the **** **** ** ********* ********* *** human understanding ***** 2018) ******** ******* ** this ******** ****** ** deductive ***** *********** ** ********** ******* ***** ********** ******** operational *********** *** ************ ********* calculation ************** *** ********** ** ****** ********** ***** 2018) ********** ******* individual experience and ***** to capture *** ********** nuance ** ***** behaviour ******* interpretivism ****** *** in-depth *********** ** ***** ********** meaning *** ********* facilitating * ****** ************* ** ******* social ****************** ** ****** ** al (2015) ************** ***** **** human nature which ** ****** ** ************ ******** contextual and ******** ** ******** ************** of ******* so ***** on **** paradigm **** *** ** able to ***** **** ******* ** other ******** ** *** ********** ****** *** data ********* **** *** research ******* **** guide ** ************** and **** ** possible ** ******* **** ** inclusive ********* *** ***** ******* ***** ***** ***** However this ************* ** subject to ****** as * ***** ****** into the ********** and *********** *** ******** ** *** ****** ** *** ********* of ******** **** Disabilities in ********** Primary ********* *** *********** **** throughout *** ******** process are valuable *** *** ** ********* **** at *** end ** the literature analysisInterpretivist ********** **** as ***************** was used to understand *** ******* of **** *** to gain a ************* ************* of *** ***** ****** ************ *** **** ***** **** *** ******** ******* * ******** ********** ****** **** * was **** to ********* ******* ******** ******** to inclusive ********* The purposes was ** ******* *** *********** ******* ********* beliefs *** ********** ********** **** ********* ********* (Pham ***** *** ******* collected **** *** literature ****** **** be ********* with ******** ******** ******* ** *** ******* ********** ** compare *** ************ of ******** ******** *** ******* *** identify *** gap **** ***** ******* et al ************** ** Alharahsheh *** **** ****** ********** ********* involves challenging my preconceptions that ********** the original research design ** ********** ********* *** **** **** *** **** ******** Finally * ******* critical *********** ** ********** *** *********** *** ****** based ** face ***** *** by ************* *** *********** the ******** from *** literature review **** inputs from other ******** ******** ****************** ***** *** ********** body ** ********** as an interconnected network ** ******* ******* (Turner 2017) ********* I **** *** ********** ****** **** ** analyse ******* ********** and attitude ** ******** ** the ******* study ** ****** ********** *** ******* ** ********* ********* (Hwu ***** *** ************** of **** **** ** **** ** ****** *** ********** ********** biases *** power ************ this ******** * **** ******* *** ******** literature *** ******* selected for ******** ******** ** ******** *** ****** ********** **** ***** Post-structuralism suggest **** not everything *** *************** *********** ** it ** ********* ** **** ****** *** ****** ****** it ****** ** ************* research finding from multiple ***** **** (Turner ***** This ***** as researcher **** **** to ** open ** ******* perspective *** recognize **** ******** findings *** *** ******* a singular ***** *** ****** multiple ********** ** addition ****************** recognize *** ******** **** ** *** ******* ** ** *** ********* *** ********** ************** *** *** ********* interpretation ******* ***** Lastly in this ******** ** is ******* to ********* my subjectivity *** ** potential ****** on *** ******** ******* *** ************************ ******* of ************* ** ***** ********* ********** *********** ******** ********** ****** *** ******** theories ******** ****** and ******* ***** In this ******* ******** * explicitly ****** ** ******** ***** *** ********* ** ******** with ************ in ********** ********* *** finding **** *** ********** review and critical ******** will highlight *** *********** ** ******* ******* and ******** *** ********** ********* in relation ** ** ******** ********* *** my *********** **** *** ********* with *** **** interpretation *** judgment *** first research ******** ************ *** barriers *** opportunities ** inclusion ** ******** **** **** ** a ********** ********** ****** ******** ******** ************ the attitudes and ******* of ****** teachers toward inclusion and how ** those ********* ****** ******** ********** *** ***** research ************ *** ******** *** ****** ********* needed ** ******** ** *** ** ********* children **** ******* needs? ** *** would ** ** ****** ******* from *** **** ******** *** establish *********** ******* the views ********* in *** ********** reviews *** my *** perspective ** *** ********* education system ***** research *********** ********** a systematic and structured ******** ** ********* ********* *** comprehending **** ************ ****** *** ********** **** ******* ******* that ******* ******** ********** and ****** * *********** to ******** alternative ********** ** ********** ******** ** ********** assumptions ** **** ******** ** inclusive ********** ***** the *********** ******** ******** ******* I ******** they **** help me ** provide ******** **** the obstacles ************ ************ encountered ** ********* *********** ******** the ******** **** ********* any *********** ******* previous ********** and *** ******* state ** ********* on ********* ********* The ********** ****** **** I ******** **** **** ********* ** ********** *********** ********* *** ********* ** **** ******** *************** ********* system The **** article ******** * ********** *** critical ******** will ********* *** ************* ** *** existing **** ** ********* challenge prior ********** *** ********* connections ** ************ **** the ******* ********** ** ********* ** **** student ** ********** ********** ***** this *********** ******* ** **** ** interpreting *** ******** ** ****** ******* ******** ***** **** ***** to ** three ******** questions *** project ********** *********** is * ******* **** ****** *********** ** ********** examine ***** own biases *********** *** ****** that *** influence *** ******** ******* *** subsequent ******** ****** ***** * ********** ** ****** ********** ** ********* ******** **** ******* ** perspective ** the ******** ********* * ******* this ****** ******* ********* ***** protocol ** ethical guidance ** ********** ***** ******* for **** ******** * **** ensure * ****** *********** ****** ** ******** ************* and *** to *** ** **** ***** ** ********* ** *** ** personality interfere with ******* ********* on *** ******* matter ** ********* ************ ******** I ******** aligned **** ** **** principles of ************ *********** and *** ******* ** ********* The ******** methodology I utilised ** **** ***** ** well-aligned **** the *********** ********* and ******** ** ************** *** ****************** Through ******** * *********** ********* *** ******** design **** will ****** ** research ********* *** ********** *** ** ****** * **** ** **** ** *********** ******* *** data *** make meaningful *********** ******* *** ****** ***** *** ********** review is ********* ** ********* tool as I could ******* for ********** on ********* ********* *** ******* **** ******* and ** understand *** ****** constructivism ** **** ******** and ***** experience in ********** education systemResearch ****** and **** *********** **** ** able ** ******** ***** ********** ** examining *** ************ ** ******* ******** *** ******** ************ the ********** associated with *********** ******** **** disabilities **** *** ********** ********* systemThe ********* of sources *** ******** *** *** sampling strategy ******** ** * ******* aspect ** *********** ******** ****** In **** case * ******** * *********** of ****** ******* and ********* **** extensive ******** *** *********** ** * *** ** ******** relevant ********* ***** ********* included *** use ** *** ********** ** **** ****** (UEL) ******* ***** ******** ****** ****** *** ****** ******* ******** ******* and ****** ***** ***** platforms provided ****** ** * vast ********* ** ********* articles ***** ensuring * ******** investigation ** *** ******** ** ********* education *** out ** the ******** that ******** after * ***** in *********** *** ***** * ******** ** research for *** four *** ******** **** for ******** ******** include ***** ***** **** ** **** ******* in inclusive ********* ******** ******** experience ** ******* ******* and ******* ** ****** Kingdom *** ******* ******** *** ******** were used ** ********* and ******* *** ******* ** be reported The keywords * **** *** **** ******** ******** research ****** involves utilizing **** ******** question to ****** * *** *** article **** ***** with my *********** ** *** topic of ********* ********* ********* search in *** ******** ******** enabled * systematic *** ************ examination of *** ********* ********** based ** the research ********* ******** Sada *** Maldonado ******** ******** ********* ******* ** ************* *** ******** and opportunities ** ********* ** children with **** ** ********** ******* ********** *** ********* and ******* ** ****** ******** towards ********* and *** ***** ********* ****** ******** ******** *** lastly ********* *** training *** ****** resources needed ** *** ******* ** *** ** ********* children with special needs ***** I ********** potential articles ***** were ****** 10 I **** ******** ******** inclusion *** ********* criteria ** ****** the ******** **** **** *** my research objectives well ***** with ******** questions **** are current and peer ***************** *** ***** ******** * utilised *** ** determine inclusion ******** ** the **** ******** based on *********** date by concentrating ** ********* ******** ********* ** *** **** **** ***** **** ** articles ********* ** ********* ***** ******** *** falling ****** this **** ** *********** **** excluded *** *** ******** *** **** ******** ******** Second ********* criterion *** based ** ******* *** ************ ****** ***** I ******* on ********** *********** ** **** **** **** ******** **** ******* ** the ****** Kingdom *** ***** articles that ******* on ********* ********* *** **** ******** ** ******* ********* **** ******** in *** ***** *** ******** ***** ******* *** not well ******* **** * ******** question *** research ********** were ******** from the **** ******** ******** *** ******** ************* ********* ******** I ******** for *** **** ******** *** based ** source ********* ******** and ******** ***** *** ******* articles **** **** authored ** ******* ************* **** ********* ********* *** bias-free ******** meet *** ********* criteria ****** ***** The ******** falling ***** ** this I ******** **** *** ******** selected because ******* *** *** **** the ********* ******** I ******** **** ********* ***** ********* and ********* ******** *** ********* ** ******** the ******* ******* *** applicability ** *** ******** by ******** **** *** chosen ******* **** recent ******** *** directly ******* ** *** ********* and mainstream education *** SEND ******** ******** Sada *** Maldonado ******** ******** ******** ** 4 *** ******* including ******* a critical ******** ******* *** Wray 2016) *** *** most ******** ******* for my project because ** ***** ** ** ********** ****** *** ****** to **** ******* ** ********* ******* they *** **** ********* ******* **** ****************** **** help ******* ************ *********** **** will **** support this ******** ******* on ********* ********* *** be able ** ********** ********** ******** *********** *** ******** **** ****** ********* ********* **** *** ******* ******* *** parent point of **** Critical ******** will **** ** arrive ** * **** ********** ******** ********** ********* ********* ********** ** ****** **** as student ******** *********** *** experienceTherefore * employ ******** ******** for my ******** **** *** ******* since ** made it ******** to ********** the ******** topic ****** ** inclusion of ******** **** ************ ** ********** ******* ********* Critical ******** **** **** **** me ****** *** ***** research questions ** **** ******* research ***** ** ******** *********** *** experience on inclusive ********* ** **** ** SEND student parents *** ******** *** barriers **** ****** inclusive ********* Critical analysis *********** *** ******** ********** ** *** ************ ********* *********** *** **** ************ ** * ************ *** ************* *********** *** **** ******** had ***** ********** ***** included *** data quality since *** *********** ****** ****** *** ********* ****** *** data ************** ** * ***** ****** sizeThis was ********** **** considering **** *** **** ******* **** *********** ** ****** ** **** ******* perspective ******** *** ********** and ***** finding **** limited application ************** *** *********** ********* ** the journal * identified *** **** ****** findingfrom the teacher ******* *** ******* *** ** ****** ** ******** ****** ******** the method ** **** collection *** question ****** ** *** ******************* ***** ** addition *** *********** ******** paradigm ******** ** *** **** articles ********* for critical analysis *** some ***** ** ******** ********** **** ************ ** ********* the ******* ** *********** researchThe *********** results employed ********** ********** ** ******* ************* ***** ******** *** ********* (Morris *** Largan ***** *** ************ in *********** ******** **** more control **** the ******* ** *** data ********* ** *** ********** *** not be **** ** ****** *** results *********** ******* the scenarios ****** ** *** ********** *** ******* ******* using *********** ******** ******* * ******** **** ***** *** be ****** ******** and ** determining *** ******** of ******** ******** (Morris and Largan ***** *********** research requires thoughtful ******** to ****** ******** *********** **** ** ******** ****** ** ***** **** on ******* *** ******** **** ******* *** *********** ******** design is ***** to giving ********** information ******* *** ******** *********** may **** popular ******* **** *** ********** might ***** with ****** than ****** * **** ******** ***** **** ***** ********* *** ******* ******* ****** ***** There ** a high risk ** ********* ********* *** ******* ********* *** ********* of ******** with ******* ***** in ********** education ***** ******* ** ********* *** ********* at *** school ***** that can be ********* as exclusionary *** ******* ** ***** ***** ******** **************** * ******** *** **** primary sources ***** it **** ********** * ******* ******** with * reasonable ***** since ***** are ******* ******* *** limited ****** of ******* ***** ** possible to ******** a concentrated focus ** *** ********* A ******* ****** ** ******* ****** for * deeper ******** of **** source and * comprehensive understanding ** *** research ********* ******* and ****** ***** In ******** ** ******** exploration of a *** ******* ****** *** identifying ******* insights ******** *** ****** ****** *** ********** ********* a ******* number ** ******* ***** some ********* *********** **** more journal would demand more **** *** analysis Therefore **** ******** * ******** *** ******** analysis ***** ****** that *** analysis ** ********** and ************** journal ***** ** ************ the inclusion of ************ and ******** ******** ** ******* the ********** overall rigour ****** *** ******** ******* **** robust *** ******** (Morris ***** ****** 2019) Limiting *** ****** ** ******* ******** *** ******* *** ********* of *** ******** analysis ***** ******** **** it ******** ** easily identify *** ********** key themes ********* and **** ** the literature ****** ***** **** ******** * ******** and well-structured ******** ********* ****** ** ****** *** *** ****** to ****** *** ********** *** ******* *** conclusion ******* ********** this ******** enables a ************* ******** ** **** ******** ************* ******** and ************ ********** ************ the four sources makes ** ******** ** ******* ******** ******** *** discern patterns ****** and *************** ******* ***** ****** ***** *** **** ********** ******** necessitates a comprehensive *********** *** synthesis ** *** ********* ************ ** ******* *** **** ****** *** chosen strategy was ****** ******** ** *** ******** topic and ******** to ******** ******** insights ****** *** ****** ****** ***** *** ******** ***** on *** ************ ****** *** ********** *** *** alignment **** ** ******** ************* critical ****** **** ******* * thorough analysis ** *** ********* *********** *** ******** *** *** ********* put ***** ** *** ******* *** analysis will highlight *** ****** *** limitations ** *** study ******** ** impartial ********** of *** *********** and ************* ******* ***** The ******** summary **** ********* a ******* ******** of *** key ****** *** arguments ** Wallis *** **** (2016) The analysis will ********** examine the **** evaluating *** ************ contributions *** ********* limitations The ******* will ** ******** ** a ****** that presents ** objective evaluation of *** study ************* ******** ********* sources ** ****** ******* ** ********* *** ********** **** ** the ********** critical analysis ** **** *** sources including *** ******** ******* ** ****** *** Wray ****** *** chosen for my ******** ******* it provides a comprehensive understanding ** the ******** ***** ******** **** *********** ****** *** *********** ************ regularities *** ********** ** the ******* ****** ** literature ************ *** formulation of ************** ********* *** *************** (Ajayi ******* **** specifically **** **** *** extent ** ***** individuals with disabilities rights have **** respected *********** * will **** thoughtful reflection on the ************ ** the educational ******* *** the implementation ** ********* ********** **** will includes investigating *** ***** ********* of ********* ********* ** how ** benefit ******** with special educational ***** ***** *** ************* the *********** debates *** ********** *********** *** ******* ** inclusion ****** ************* ************* ********** **** *** ******* Guidelines *** *********** ******** (BERA ***** * incorporated * ******* ** ******* ************** **** ** ******* ********* the materials' ************ credibility *** representativeness ******* *** autonomy is *** ** *** relevant ******* principles **** was adhered to ****** my ******** process ** **** ******** ** ******* ******** ******** ** respected ** obtaining data from ******** ******* *** ****** the original ******* of *** ******** **** ** *** ******** analysis *** the ********** ****** (Atenas ** ** ***** ****** citation prevents ********** *** misrepresentation and ******* that intellectual ************* *** appropriately *********************** ** ** ********* ********* of ******** work because ** ************** the **** ************ *** ******* *** depth ** *** ******** *** knowledge of ****** and ************ *** breadth *** depth ** *** author's ******** *** ********* ******** *********** Research *********** ***** ****** *********** *** **** taken **** account when citing *** ********** reviews *** ****** *********** ** *** ******* of *** **** articles ** ** **** ** *** ******** analysis *** ***** into account ** a ***** of ******** **** plagiarism and making ** clear ***** ***** ********* ** ********** and ***** ***** ****** ** ***** ******* ****** citation ensures **** ***** researchers' ***** ********* *** opinions ******* *** ******** ********* The ******* of ****** ***** authors' ***** *** to ******* the *********** *** credibility of ** ****** ****** to *** ********* ** *********** **** conducting ******* research * critically evaluated the ******** *********** *** *********** (Atenas ** al 2023) *** source's *********** ** *********** ** adhering to ******* ******** **** ** ******** to ******** ******* ******* ********* arguments up ** **** ******** *********** are ********* *** journal align **** to *** research objective **** ******* was ******** ** **** of ******* ******** to ****** *** ******** peer ******** ******** were ******** ****** *** breadth ** *** ******** *** determined ** ********** *** *********** ******* of *** ****** ******** ** ****** *** ********* *********** *** *** ******* ** **** in the ********************** ** *** ********* ** ******** whether *** *********** ** ******** ***** ******** *** ******** ******* **** ** ******* ******* ********* ******* the research ****** *** * ****** interest ** the information ********* because *** ****** *********** *** ********* *** ********** ** *** ******** (Navarro **** and ********* ***** Evaluating *** ******** ** *** ******* was **** a ******* factor ** *********** *** *********** ** ** *********** source * ********* the **** articles ** ******** the ******** were ********* ****** the **** **** ***** for *** journal ** ** ******** for **** ***** ** addition * ********* the ******* ** the ******** ** determine ******* ** not **** **** ******* ** the ***** ******* or not **** were ********* **** * also ******* the ******* of ******* **** evaluated ** ********* *** *********** ***** ** *** *** ** this research ******** ******** ****** ****** to ******* * ************* *** ******** *********** ***** ****** ** ******* *** ********* ** *********** **** sources ******** ******** *********** **** ******* ****** ********* *** *** *************** process ** ensure *** ******** ******** authenticity * ******* **** *** **** ******* **** ** this ***** were **** ***** *** ******** **** ***** ******* sources ****** ***** To ****** *** *********** of the sources *** **** samples *** **** ******** **** *** ********* ******** This *** **** ** ****** **** *** *********** ******** *** ******** and ******************* researchers **** widely ********** *** ******** the data **** ***** ******* ** credible ** ***** ** maintain *** ********* ** *** data ********* ethical ********** * *********** ******* ******** to ******* **** integrity ***** ******** ******** ********* reputable ********* ************* journals *** ************* ************ **** *** **** ** * ***** of ******** the integrity ** the ******** (Ajayi 2017) *********** ** ** was important ** acknowledge the *********** of *** ******** *** ****** ********* *** ********* ****** and ********* of ******** (British Educational Research *********** ***** This ********** ** ********* ***** ******** the highest ******* standards ** ****** *** ******** ************** ** the ******** ******* * **** analysed *** ******** ******* ******* ** ******** **** ** **** ********** * have ********** **** **** *** ********** **** *** ******* ** ** ******** *** there *** ** ************* ** ****************** ** facts ******* *** ******* and ** ***** **** ******* *** ******** ******** for ******** ******** had **** maximum ****** ***** ** ****** **** the ******** ******* **** **** ******* *** be generalised to * ***** population This ** ******* larger ****** ***** provide **** ******** ******* with greater ********* *** power ********* ********** * ******** analysis ** *** ********* *********** specifically ********* the sample size enables ** ** **** ******* *** accurate ********** ***** the ******** *** ***** ************* ** *** population ** question ******** Educational Research *********** ***** ************ ***** measures ******* ** ** ******* ********* *********** *** ****** **** ************ ******** ******** ******* ********** **** required ** ** *********** ******** *** ******* ******** findings ************* ******** **** all *********** ** ********* ********* **** ***** on ******* ******** * **** ******** ******* ********** ** this ******* ******** ** ********** caution **** ******* and ************ *** ******** **** *** ********** review *** ********* ******** *** critical ******** (British Educational ******** Association 2018)Carefulness ********** *** also ******** ***** it was important ******* preventing making ******** ****** such as ********* ****** **** ********* I ******* I applied competence ** *** **** ********* *** during interpretations **** was achieved by thoroughly *** ********** ********* ** *** work *** *** **** of ***** ** **** ** maintaining ******** ******* of ******** activities ****** the ******** ******* * ************ ********** information obtained **** sources *** ******** ********* ** to the original ******* ****** ** ** ***** **** ******** ******* *** *********** of *** ********** *** in upholding *** ethical principles ** ******** Honouring patents *** ********** of ***** ******** **** ************ ******* *** ************ ******** *********** *** ******* ******** ******* of ************ where the data methodology and ******* have **** shared with *** ******** permission *** ******** **** is ******** ** avoid ********************* * have ********** a ********** ** *********** *********** by prioritising *** *********** ** research *** *********** rather than focusing ****** ** ******** ****** *********** ****** ** ** ***** *********** * **** ** ****** ** avoid *********** and ********* publication **** ** *********** **** *** ********* ** ****** ****** finding To prevent research ********** ** was necessary ** ******* from manipulating research materials ******** **** or ******** *********** that ***** ************ *** ******** of the ******** ******** in *** ******* (Arigo ** al 2018) I decided ** choose *** ******* *** ** desktop ** ********** ********* several ******** *** ***** ********* *********** several ****** ** data ** * ****** *** ****** * **** ******** ** * ****** representation ** ** ******** processConclusionThis research *********** ******** analyzing *** ******* **** **** selected ***** * ******** evaluation The ******* **** **** ******** ** obtain ********* ******** *** credible sources ******* ********** **** adhered ** ***** involved ******** citing *** *********** ******* ** ****** **** *** ************ property *** the **** ** the ******* are duly ******** The four journals **** ** analyzed and *********** ** ******* ******* for *** ********** ****** which **** ** ****** ***** ******** questions These ******** ********* focuses ** *** inclusion of students with ******* *********** needs and ************ ****** ** mainstream ********** ************ *** ******** analysis ****** of the four ******** will **** ** ******** *** **** in the ******* literature *** ********** *** *********** *** ********* applications ** *** findings within *** education system *** ******** chapter will ***** ** ********* *** discussing *** **** ******** *** aim ** ** juxtapose *** *********** and ******* ********* ** *** **** *** ******* **** *** ******** ** the literature ****** *** *** ******* ** contributing ** *** **** ** knowledge on *** ********* ** ******** ** mainstream ******* education ****** ********** ***** ** ****** Primary ******* ** **** *** secondary sources of **** ***** ***** ************** 1–6Alharahsheh ** and **** * **** A ****** ** key ********** ********** ** ******************** Academic ******* of ********** *** ****** Sciences2(3) pp39-43Arigo * ****** S ************* L ****** ** *** ******* C 2018 Using ****** ***** *** ****** ********* Methodological *** ethical ************** for *********** and ************ deliveryDigital ******* *********************** * ******** L ***** ********** C ****** ********* data ****** ** research ******* education: * pathway ** ******** data ********************* ******* ** *********** ********** in ****** ************** *********** *********** ******** Association 2018 ******* guidelines *** educational ******** **** *********** ********** * ***** ******* L * ****** *** ****** size ********** ******** ************** ***** journal ** ***************** ******* ************************************************** * *** ****** * 2019Qualitative ********* ********* * ************ guide ************ * **** *************** ******** ****************** * Qualitative ******** for *** ****** ******** ************* * ******* * *** ***** * 2015 ******** the principles ** ************ ***** ********* ** example ** ** ** **** study ** ****** ******** In *** ************* ********** ** Research *** ********** ** *********** ******* ******* *********** ** and Largan C 2019 *********** Secondary ********* * ************ **************** ********* ******** ************** Sada A and ********* A **** ******** ******* ** ********* -by ***** cohen ******** ****** *** ***** morrisonSmith E *********** ********* data ** educational *** ****** research *********** Education (UK)Thomas G **** How ** do your ******** ******** * ***** *** *********** ** ** your ******** project pp1-100Wiley ** Cook ** *** ******* ** ************ ** special education: ******* methods *** applications Charles * ThomasPham LTM 2018 *********** ******** ** ******** a ****** ** advantages *** ************* ** ***** ********** ********** ************** and critical inquiryUniversity ** ******************* ** *** **** * **** * ****** ** *** ********** ********** ** ******************** ******** ******* ** ********** *** ****** ************ ************* B **** ******** *** ****************** ***** ******* *************** of ********* *************** pp92-110Scotland * 2012 ********* *** ************* underpinnings ** ********* ******** ontology *** epistemology ** the *********** *** methods of the ********** ************ and critical ******** paradigmsEnglish ******** ************ ********* ** ********** ************* ****************** *** ********** Louisiana State ********** and Agricultural ***** ********** *******

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