1st Edition
Championing Co-production in the Design of Inclusive Practices Positioning Children and Young People’s Voices at the Heart of Education
Introduction:
Clare Woolhouse and Virginia Kay
Section I. Listening to the voices of children and young people
Chapter 1: How inclusive is the school environment? The reality of implementing children’s right to express their views.
Carol Robinson
Chapter 2: Re-thinking inclusive practice within early years education
Naomi Jackson
Chapter 3: Enabling children to feel happier, heard, and connected: The Hamish & Milo well-being programme enabling primary school children to share their feelings and experience, develop their social and emotional skills, and improve their well-being
Clare Williams
Chapter 4: My school, my voice: development of an inclusive student council in a large special school for autism
Sara Muršić
Chapter 5: Sharing case studies of supporting SEND in schools drawing from three national contexts
Christine Sanders
Chapter 6: Reimagining inclusive education: power, status, and voice.
Fiona Hallett and Graham Hallett
Chapter 7: Reimagining the role of children and young people’s voices within the design of inclusive education
Clare Woolhouse and Virginia Kay
Section II. Involving young people and adults in developing inclusive communities
Chapter 8: “Nothing about us without us”: Developing inclusive and meaningful research collaborations with autistic young people and peers
Angela Wearn, Zoe Collier, Katie Jenkins, Lily Wearn, Niamh Carson, Catherine El Zerbi, Felicity Shenton, Liam Spencer, and Amy Pearson
Chapter 9: The inclusive design of digital education program – contribution and experiences of people with accessibility needs
Esther Murphy, Daniela Bratkovic and Alisa Vivoda
Chapter 10: Rooted in Nature: Improving the involvement of young people as research advisors
Elaf Alasi, Kacie Hodgson, Charley McFarlane-Troy, and Catherine El Zerbi
Chapter 11: Creating neuro-mixed learning environments in higher education
Allison Moore and Paul Davies
Conclusion
Clare Woolhouse and Virginia Kay
Biography
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.
