Abstract
In this article the point of departure is taken in practice research (Lerche Mørch & Hunniche, 2006) as a distinct method regarding reflection on what kind of knowledge is generated through this method and the application in relation to the field of special needs education. The relevance and application of the method is discussed in relation to an empirical research design aiming at developing knowledge by focusing on dilemmas in the organisation of special needs education in the Danish Folkeskole. This is done in relation to a specific intervention model called the Family Class. An outset is taken in dilemmas originating from a traditional split of general and special education which in spite of intentions to bridge this split still is at stake in the Family Class intervention.
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