Exploring inclusive practices in primary schools:
focusing on children’s voices
Exploring inclusive practices in primary schools:
focusing on children’s voices
This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children’s views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children’s interpersonal relationships – with teachers and with each other – and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.
inclusion, participative research, children’s voices, interpersonal relationships
106-121
Adderley, R.J.
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Hope, M.A.
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Hughes, G.C.
ed53c1f8-d777-4c67-a4fe-5744968ea230
Jones, L.
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Messiou, K.
6b3cb19d-a4de-4380-9326-80167b2dda7c
Shaw, P.A.
b9a71191-e598-48c2-bf70-79fefedf46db
1 October 2014
Adderley, R.J.
36119c95-90e7-4086-9938-d923552a99d6
Hope, M.A.
97428755-f8d3-4034-86f3-e836478b7e4d
Hughes, G.C.
ed53c1f8-d777-4c67-a4fe-5744968ea230
Jones, L.
b873ef7a-7df0-4411-9287-b35c45663770
Messiou, K.
6b3cb19d-a4de-4380-9326-80167b2dda7c
Shaw, P.A.
b9a71191-e598-48c2-bf70-79fefedf46db
Adderley, R.J., Hope, M.A., Hughes, G.C., Jones, L., Messiou, K. and Shaw, P.A.
(2014)
Exploring inclusive practices in primary schools:
focusing on children’s voices.
European Journal of Special Needs Education, 30 (1), .
(doi:10.1080/08856257.2014.964580).
Abstract
This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children’s views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children’s interpersonal relationships – with teachers and with each other – and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.
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Accepted/In Press date: 4 July 2014
e-pub ahead of print date: 1 October 2014
Published date: 1 October 2014
Keywords:
inclusion, participative research, children’s voices, interpersonal relationships
Organisations:
Southampton Education School
Identifiers
Local EPrints ID: 375178
URI: http://eprints.soton.ac.uk/id/eprint/375178
ISSN: 0885-6257
PURE UUID: 64db3e90-03bc-47c0-80f9-fd502ac0405f
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Date deposited: 13 Mar 2015 14:39
Last modified: 15 Mar 2024 03:45
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Contributors
Author:
R.J. Adderley
Author:
M.A. Hope
Author:
G.C. Hughes
Author:
L. Jones
Author:
P.A. Shaw
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