Developing inclusive practices: the role of student-teacher dialogues

Messiou, Kyriaki and Galbally, Leanne (2022) Developing inclusive practices: the role of student-teacher dialogues. In, Black-Hawkins, Kristine and Grinham-Smith, Ashley (eds.) Unlocking Research: Expanding Possibilities for Inclusive Learning. Routledge. (In Press)

Record type: Book Section

Abstract

This chapter discusses how dialogues between children and teachers can lead to the development of inclusive practices. The chapter describes collaborative action research between the University of Southampton and Wordsworth primary school, as part of a study that was funded by the European Union between 2017-2020 and involved 30 primary schools in five European countries (Austria, Denmark, England, Portugal, Spain). Researchers, teachers and children worked collaboratively in implementing Inclusive Inquiry, an approach that involves teachers and children working together to co-design lessons that are inclusive. As part of this process, some children become researchers. In this chapter, using an example of how the approach was implemented in three Year 1 classes that worked together, we highlight the impacts of using Inclusive Inquiry on the school’s practices. We also explain how the work had influence within a network of schools in England and the development of their practices and we make suggestions as to how Inclusive Inquiry can be used in other school contexts to create more inclusive environments.

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