The notion of inclusionary classrooms within special education is one that has been explored extensively within the past decade. It is felt that children with special needs who are made an integral part of general education advance at a greater rate than their counterparts in special education. The researchers have examined this subject utilizing the positive outcomes, the process and influences of educational changes and the specific barriers to initiating and continuing inclusion. Purcell, Horn & Paliwer (2007) conducted a series of interviews and focus group discussion utilizing special education personnel as subjects. In their research they utilized varying case study methodology to address the initiation and sustenance of such programs. The groups which they utilized were very different in nature. In their case studies, they utilized factors such as the ability of the workers to engage in cooperative efforts and the extent to which they share a common vision, the way in which they utilized their key personnel as well as developing a framework on which the program can work. Surveys were administered utilizing factors such as: collaborative relationships, community influence, family, key personnel and organizational structure. It was determined that in all cases, these factors asserted a positive influence on the children in inclusionary classes. This body of research is important in that it was able to show the validity of the case study methodology at arriving at a clear and concise decision was to whether inclusion works in special education. Another promising method of teaching children with learning disabilities is one which involves peer-mediated instruction. Harper & Maheady (2007) utilized a case study approach in order to examine the efficacy of peer-mediated instruction within special education. They conducted case studies utilizing three very different programs in which peer-mediation was utilized. These programs varied in structure and instructional approaches but it was found that irrespective of the approach, the programs facilitated active engagement among the children, offered many opportunities for the students to respond to inquires, provided immediate reinforcement by correcting errors immediately, welcomed feedback on whether the response was appropriate or not and offered many elements which served to motivate the children. In addition to this, the authors offered guidelines on how to implement such a program as well as considerations which should be addressed. This body of research proved to be very helpful in that it was able to show varying case study methods and how they can be practically applied. Long, MacBlain & MacBlain (2007) examined the notion of inclusionary education among teenaged students with dyslexia who resided in Northern Ireland. This study was conducted based on the notion that the number of case studies involving inclusion of teenagers has been limited. This study aimed to assist secondary-school teachers in providing support for their dyslexic students utilizing a strength-based model which is aimed as exploiting their strengths as a means of meeting the added needs of these students. An integral part case study involved the recognition