This book brings together the voices of practitioners, researchers, parents, and children and young people themselves to explore innovative pedagogies where multiple voices have been actively engaged in co-producing the design of inclusive practices within education.
This book brings together the voices of practitioners, researchers, parents, and children and young people themselves to explore innovative pedagogies where multiple voices have been actively engaged in co-producing the design of inclusive practices within education.
Each chapter focuses on how a particular approach, strategy, or project has included children and young people in the decisions that are made about them, their lives, and their education. These examples feature a mix of innovative, creative, and multisensory pedagogies that consider how to facilitate communication between children and the adults who work with them around the concept and application of inclusive education. Reflective questions are woven throughout, allowing the reader to engage with diverse voices and ensure everyone is involved in adapting teaching to create better learning opportunities for all. Practical takeaway activities are also included that can be discussed in schools and easily applied to a range of different settings.
Championing Co-production in the Design of Inclusive Practices
champions teaching and learning pedagogies which not only reflect individuality and difference but also actively seek to position children, young people, and learners at the very heart of their own educational experience. It is valuable reading for SENCOs, practising and trainee teachers, and school inclusion managers.
Introduction Woolhouse and Kay
Section 1: Listening to the Voices of Children and Young People
1. How Inclusive is the School Environment? The Reality of Implementing
Childrens Right to Express their Views Robinson
2. Re-thinking Inclusive Practice within Early Years Education Jackson
3. Enabling Children to Feel Happier, Heard and Connected: The Importance of
Ensuring Children feel Safe to Talk about their Emotional World and the
Experiences in their Lives Williams
4. My School, My Voice: Development of an Inclusive Student Council in a
Large Special School for Autism Mursic
5. Comparing Global Examples of Childrens Experiences of Inclusive Education
Sanders
6. Reimagining Inclusive Education: Power, Status and Voice Hallett
7. Reimagining the Role of Children and Young Peoples Voices within the
Design of Inclusive Education Woolhouse and Kay
Section 2: Involving Young People and Adults in Developing Inclusive
Communities
8. Developing Inclusive School Environments: Optimising the Provision of
Staff Training to Support Positive Mental Health in Autistic Young People El
Zerbi et al
9. The Inclusive Design of Digital Education Programs: Contribution and
Experiences of People with Accessibility Needs Murphy et al
10. Rooted in Nature: How to Improve the Involvement of Young People as
Research Advisors El Zerbi et al
11. Creating Neuromixed Learning Environments in Higher Education Moore and
Davies
Clare Woolhouse is Reader at Edge Hill University, and her research is based within school communities working directly with teachers, children, and young people. Clare explores marginalised identities, multi-modal methodologies, and pedagogies, with particular attention given to aspects of educational difference, inclusion, and social justice.
Virginia Kay is Senior Lecturer at Edge Hill University working with student teachers and postgraduate education students. Her research interests are rooted in social justice and perceptions of difference, particularly as this pertains to the policy and practice of inclusive education provision and the role of the SENCo.
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