Children as researchers: examining children's perceptions of inclusion

Abstract

Previous research has indicated that children with exceptionalities who are included in the regular classroom setting are at risk for social exclusion by their peers, but little is known of children’s views on this topic (Nowicki, Brown, & Stepien, 2014a). This study explored both children’s understanding of inclusion as well as their understanding of what it means to be socially excluded. This study used multiple ways to explore children’s understanding including: interviews, focus groups (using semi-structured interviews), and children’s drawings, to begin to explore children’s understanding of these topics. Children in two different grades were used for this study, children in Grade 2 (two groups) and children in Grade 4 (one group). The data collected was analyzed using concept mapping, where the children acted as active participants and were involved in analyzing their own data into themes. Themes that emerged were using play as a means of including children with exceptionalities, normalizing exceptionalities, and celebrating individual differences, and teaching acceptance and inclusion in the school setting. Concept mapping was found to be a successful method when using children as participants.