He's a hard man to satisfy. In fact, we found evidence which would, taken seriously, re-establish the central place of values in educational improvement, transform notions of school leadership, cast serious doubts on current orthodoxies (such as "ability" grouping and the growth of special needs empires), and throw many government policies into reverse.
We also identified serious limitations in the knowledge base on inclusive schools, drew up specifications for new and better studies and identified new directions for thinking about inclusion. For good measure, we suggested ways in which systematic reviews could be developed and offered ideas for how education research might be improved.
We're sorry that this was not quite enough for David. However, if other, less exacting, readers want to judge for themselves, our report and those of other groups are available at http:eppi.ioe.ac.uk
Co-ordinator, review group in inclusive education
Special Needs Research Centre
University of Newcastle