ORCID

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. Moreover, the study contributes to the literature on Education Health Care Plans (EHCP) and the significant time it takes for teachers to identify children with additional needs whilst also supporting the needs of all children. The long nature of the EHCP process has tangible impacts on a child’s educational journey, whereby broader inclusive practices around listening help support children’s inclusive experiences. Supported by primary data sources and a comprehensive literature review, this research was poised to make a significant contribution to the body of knowledge on inclusive education and the practice of listening to children to ascertain their experiences. My research has revealed the complexities involved in defining and implementing inclusive education, as well as advocating for careful listening in early childhood education settings.

Awarding Institution(s)

University of Plymouth

Supervisor

Verity Campbell Barr, Becky Stancer

Keywords

Inclusive Education, Children’s Experiences, Special Education Needs (SEN), Education Health Care Plan (EHCP), Listening and Inclusion, the Mosaic approach, Children’s Experiences, Special Education Needs (SEN), Education Health Care Plan (EHCP), Listening and Inclusion, the Mosaic approach

Document Type

Thesis

Publication Date

2025

Embargo Period

2025-03-19

Deposit Date

March 2025

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