In many ways my own work addresses the same question. Perhaps the major difference between me and the famous professor, however, is that I continue to spend significant periods of my working hours in schools. Over the last few years in particular, I have been involved in a series of initiatives in schools, in this country and abroad, that have provided me with endless opportunities to reflect upon and engage with questions about how schools and classrooms can be developed in response to student diversity (Ainscow, 1995a). How far these experiences represent what others regard as research in a formal sense is a matter of debate. What they have stimulated is a process of learning as I have sought to find meaning in and understand what I have experienced.