Plymouth Institute of Education Open Journal
Abstract
This article highlights the value of listening to individuals with lived experience in creating inclusive environments. Drawing on Gulliver’s (2023, 2024) research and the personal reflections of George Osborne, a disability advocate with Williams Syndrome, the article recognises the importance of early intervention, tailored support, and educator awareness in supporting children with rare disabilities. Through an awareness-raising exhibition and personal narratives, the article illustrates how inclusion can be meaningfully achieved when schools adapt to the needs of the child - rather than requiring the child to adapt to the school. George’s story demonstrates how empathetic, informed practice can help contribute to a sense of belonging and empower individuals to thrive. The article concludes by arguing for increased recognition of the voices of people with disabilities as vital contributors to shaping inclusive educational and social environments.
Recommended Citation
Gulliver, Katherine and Osborne, George
(2025)
"‘They actually made me feel like they wanted me in the classroom’: Reflections of inclusion,"
Plymouth Institute of Education Open Journal: Vol. 3:
Iss.
3, Article 11.
DOI: https://doi.org/10.70156/2634-8594.1036
Available at:
https://pearl.plymouth.ac.uk/pieoj/vol3/iss3/11
