Exploring Inclusive Education and Listening in Relation to Children's Experiences and Teachers' Perspectives
type: CreativeWork
description: This thesis addressed the field of inclusive education and the importance of listening from the perspectives of both children and teachers. Drawing on experiences in pre-school and reception classrooms in England, I explored the essence of inclusive education and effective implementation strategies to meet the needs of children, including those with diverse needs. Emphasis was placed on the necessity for teachers to acknowledge and address each child's individual needs when developing early years learning environments. Moreover, the study underlined the important role of active listening in promoting communication and understanding between teachers and children as a cornerstone of inclusive pedagogy. The research, conducted in a city in the south-west of England, examines the dynamics of listening in a pre-school, reception class and special school. Examining different forms of listening to children, the study emphasizes the importance of listening in early childhood education (ECE) by intertwining inclusive education and listening within the framework of children's experiences and teachers' perspectives. Drawing on the thinking behind the Mosaic approach as a methodological tool to amplify children's voices, the research adopted multiple case studies, combining children's observations, teacher interviews, and photographs of children in school settings in order to explore inclusive education and listening in relation to children’s experiences and teachers’ perspectives. The study suggested that actively listening to children increases communication, thus enriching the experiences of the child. This study underscored the vital role of listening in effective communication and highlighted the potential for listening to benefit individuals and society as a whole. Additionally, this study revealed illuminating perspectives from children and educators on inclusive education and underlined the great importance of careful listening in early childhood education settings. Mor…
abstract: This thesis addressed the field of inclusive education and the importance of listening from the perspectives of both children and teachers. Drawing on experiences in pre-school and reception classrooms in England, I explored the essence of inclusive education and effective implementation strategies to meet the needs of children, including those with diverse needs. Emphasis was placed on the necessity for teachers to acknowledge and address each child's individual needs when developing early years learning environments. Moreover, the study underlined the important role of active listening in promoting communication and understanding between teachers and children as a cornerstone of inclusive pedagogy. The research, conducted in a city in the south-west of England, examines the dynamics of listening in a pre-school, reception class and special school. Examining different forms of listening to children, the study emphasizes the importance of listening in early childhood education (ECE) by intertwining inclusive education and listening within the framework of children's experiences and teachers' perspectives. Drawing on the thinking behind the Mosaic approach as a methodological tool to amplify children's voices, the research adopted multiple case studies, combining children's observations, teacher interviews, and photographs of children in school settings in order to explore inclusive education and listening in relation to children’s experiences and teachers’ perspectives. The study suggested that actively listening to children increases communication, thus enriching the experiences of the child. This study underscored the vital role of listening in effective communication and highlighted the potential for listening to benefit individuals and society as a whole. Additionally, this study revealed illuminating perspectives from children and educators on inclusive education and underlined the great importance of careful listening in early childhood education settings. Mor…
author: Merk, Ramazan
language: eng
keywords: Inclusive Education, Children’s Experiences, Special Education Needs (SEN), Education Health Care Plan (EHCP), Listening and Inclusion, the Mosaic approach
date published: 2025-01-01T08:00:00Z
date modified: 2026-07-24T03:49:42Z
provider: University of Plymouth
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Plymouth