Illuminating young children's perceived notions of inclusion in pedagogical activities

References

• Ainscow, M. 1999. Understanding the Development of Inclusive Schools. London: Falmer Press.
   Google Scholar
• Ainscow, M. 2005. “Developing Inclusive Education Systems: What Are the Levers for Change?” Journal of Educational Change 6: 109–124. doi: 10.1007/s10833-005-1298-4
   Google Scholar
• Ainscow, M., T. Booth, and A. Dyson. 2006. “Inclusion and the Standards Agenda: Negotiating Policy Pressures in England.” International Journal of Inclusive Education 10 (4-5): 295–308. http://docserver.ingentaconnect.com/deliver/connect/routledg/13603116/v10n4/s2.pdf?expires=1295190972&id=60713026&titleid=358&accname=University+of+Hull&checksum=7592CEEC6A1638B2C7A9FEA6F10889FF. doi: 10.1080/13603110500430633
   Google Scholar
• Allan, J. 2007. Inclusion for all? https://dspace.stir.ac.uk/bitstream/1893/596/1/Scottish-Education-paper2007.pdf.
   Google Scholar
• Allodi Westling, M. 2002. “Children’s Experiences of School: Narratives of Swedish Children with and without Learning Difficulties.” Scandinavian Journal of Educational Research 46 (2): 181–205. doi: 10.1080/00313830220142191
   Google Scholar
• Angelides, P., and A. Michaelidou. 2009. “The Deafening Silence: Discussing Children’s Drawings for Understanding and Addressing Marginalization.” Journal of Early Childhood Research 7 (1): 27–45. doi: 10.1177/1476718X08098352
   Google Scholar
• Baumeister, R. F., and M. R. Leary. 1995. “The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation.” Psychological Bulletin 117 (3): 497–529. doi: 10.1037/0033-2909.117.3.497
   PubMed Web of Science ®Google Scholar
• Benjamin, S. 2002. The Micropolitics of Inclusive Education. Buckingham: Open University Press.
   Google Scholar
• Bennett, M. 2011. “Children’s Social Identities.” Infant and Child Development 20: 353–363. doi: 10.1002/icd.741
   PubMed Web of Science ®Google Scholar
• Blaise, M., and S. Ryan. 2012. “Using Critical Theory to Trouble the Early Childhood Curriculum: Is It Enough?” In Curriculum in Early Childhood: Reexamined, Rediscovered, Renewed, edited by N. File, J. Mueller, and D. Wisneski, 80–92. New York: Routledge.
   Google Scholar
• Blenkinsop, S. 2005. “Martin Buber: Educating for Relationship.” Ethics, Place and Environment 8 (3): 285–307. doi: 10.1080/13668790500348232
   Google Scholar
• Booth, T., and M. Ainscow. 2004. Index for Inclusion: Developing Learning, Participation and Play in Early Years and Child Care. Bristol: CSIE.
   Google Scholar
• Boxall, K., and S. Ralph. 2009. “Research Ethics and the Use of Visual Images in Research with People with Intellectual Disability.” Journal of Intellectual and Developmental Disability 34 (1): 45–54. doi: 10.1080/13668250802688306
   PubMed Web of Science ®Google Scholar
• Bruce, T. 2001. Learning Through Play, For Babies, Toddlers and Young Children (Introduction to Child Care). 2nd ed. Oxon: Hodder Education.
   Google Scholar
• Bryman, A. 2012. Social Research Methods. 4th ed. Oxford: Oxford University Press.
   Google Scholar
• Cagliari, P., A. Barozzi, and C. Giudici. 2004. “Thoughts, Theories and Experiences for an Educational Project with Participation.” Children in Europe 6: 28–30.
   Google Scholar
• Campbell, C. 2002. “Conceptualisations and Definitions of Inclusive Schooling.” In Developing Inclusive Schooling: Perspectives, Policies and Practices, edited by C. Campbell, 11. London, Institute of Education: University of London.
   Google Scholar
• Candy, P. C. 1991. Self-Direction for Lifelong Learning. California: Jossey-Bass.
   Google Scholar
• Children and Young People’s Unit. 2004. Core Principles of Participation. http://www.cypu.gov.uk/corporate/participation/coreprinciples.cfm.
   Google Scholar
• Clark, J. 2012. “Using Diamond Ranking as Visual Cues to Engage Young People in the Research Process.” Qualitative Research Journal 12 (2): 222–237. doi: 10.1108/14439881211248365
   Google Scholar
• Clark, A., S. McQuail, and P. Moss. 2003. Exploring the Field of Listening to and Consulting with Young Children. Research Report 445, London: DfES.
   Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. 6th ed. London: Routledge.
   Google Scholar
• Collier, J., Jr. 1957. “Photography in Anthropology: A Report on Two Experiments.” American Anthropologist, New Series 59 (5): 843–859. doi: 10.1525/aa.1957.59.5.02a00100
   Web of Science ®Google Scholar
• Cruddas, L. 2007. “Engaged Voices—Dialogic Interaction and the Construction of Shared Social Meanings.” Educational Action Research 15 (3): 479–488. doi: 10.1080/09650790701514937
   Google Scholar
• Dahl, R. A. 1982. Dilemmas of Pluralist Democracy: Autonomy and Control. New Haven: Yale University Press.
   Google Scholar
• Dam, L. 1990. Learner Autonomy in Practice. In CILT, edited by I. Gathercole, 16. Surrey: Bourne Press.
   Google Scholar
• Department of Education Employment and Workforce Relations. 2009. Belonging, Being, Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia. http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf.
   Google Scholar
• Dewey, J. 2004. Democracy and Education. New York: Dover Publications ( originally published 1916).
   Google Scholar
• DfE. 2014. Statutory Framework for the Early Years Foundation Stage. Setting the Standards for Learning, Development and Care for Children from Birth to Five. http://www.foundationyears.org.uk/files/2014/07/EYFS_framework_from_1_September_2014__with_clarification_note.pdf.
   Google Scholar
• DfE. 2015. Special Educational Needs and Disability Code of Practice: 0 to 25 Years. Statutory Guidance for Organisations Which Work with and Support Children and Young People Who Have Special Educational Needs or Disabilities. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.
   Google Scholar
• Dockett, S., and B. Perry. 2005. “Researching with Children: Insights from the Starting School Research Project.” Early Child Development and Care 175 (6): 507–521. doi: 10.1080/03004430500131312
   Google Scholar
• Dockett, S., B. Perry, and E. Kearney. 2012. “Promoting Children’s Informed Assent in Research Participation.” International Journal of Qualitative Studies in Education 44 (3): 287–305.
   Google Scholar
• Dyson, A. 1999. “Inclusion and Inclusions: Theories and Discourses.” In World Yearbook of Education 1999: Inclusive Education, edited by H. Daniels, and P. Garner, 36–53. London: Kogan Page.
   Google Scholar
• Einarsdottir, J. 2010. “Children’s Experiences of the First Year of Primary School.” European Early Childhood Education Research Journal 18 (2): 163–180. doi: 10.1080/13502931003784370
   Web of Science ®Google Scholar
• Fargas-Malet, M., D. McSherry, E. Larkin, and C. Robinson. 2010. “Research with Children: Methodological Issues and Innovative Techniques.” Journal of Early Childhood Research 8 (2): 175–192. doi: 10.1177/1476718X09345412
   Google Scholar
• Florian, L. 2008. “INCLUSION: Special or Inclusive Education: Future Trends.” British Journal of Special Education 35 (4): 202–208. doi: 10.1111/j.1467-8578.2008.00402.x
   Google Scholar
• Florian, L., and K. Black-Hawkins. 2011. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828. doi: 10.1080/01411926.2010.501096
   Web of Science ®Google Scholar
• Glynn, S. M., P. Brickman, N. Armstrong, and G. Taasoobshirazi. 2011. “Science Motivation Questionnaire II: Validation with Science Majors and Nonscience Majors.” Journal of Research in Science Teaching 48: 1159–1176. doi: 10.1002/tea.20442
   Web of Science ®Google Scholar
• Greene, S., and M. Hill. 2005. “Researching Children’s Experience: Methods and Methodological Issues.” In Researching Children‘s Experience, Approaches and Methods, edited by S. Greene, and D. Hogan, 1–21. London: Sage.
   Google Scholar
• Hadfield, M., and K. Haw. 2001. “‘Voice’, Young People and Action Research.” Educational Action Research 9 (3): 485–502. doi: 10.1080/09650790100200165
   Google Scholar
• Harris, K. I. 2015. “Developmentally Universal Practice: Visioning Innovative Early Childhood Pedagogy for Meeting the Needs of Diverse Learners.” Early Child Development and Care 185 (11-12): 1880–1893. doi: 10.1080/03004430.2015.1028395
   Web of Science ®Google Scholar
• Hart, S., M. J. Drummond, and D. McIntyre. 2007. “Learning without Limits.” In The Sage Handbook of Special Education, edited by L. Florian, 499–514. London: Sage.
   Google Scholar
• Hedges, H., and J. Cullen. 2012. “Participatory Learning Theories: A Framework for Early Childhood Pedagogy.” Early Child Development and Care 182 (7): 921–940. doi: 10.1080/03004430.2011.597504
   Google Scholar
• Holec, H. 1981. Autonomy in Foreign Language Learning. Oxford: Pergamon.
   Google Scholar
• Ireson, J., and S. Hallam. 2001. Ability Grouping in Education. London: Paul Chapman.
   Google Scholar
• James, A., and A. James. 2008. Key Concepts in Childhood Studies. London: Sage.
   Google Scholar
• Jameson, K. 1968. Preschool and Infant Art. London: Studio Vista.
   Google Scholar
• Joerdens, S. 2014. “‘Belonging Means You Can Go In’: Children’s Perspectives and Experiences of Membership in Kindergarten.” Australasian Journal of Early Childhood 39 (1): 12–21. doi: 10.1177/183693911403900103
   Web of Science ®Google Scholar
• Jordan, B. 2004. “Scaffolding Learning and Co-Constructing Understandings.” In Early Childhood Education: Social and Cultural Perspectives, edited by A. Anning, J. Cullen, and M. Fleer, 31–42. London: Sage.
   Google Scholar
• Kame’enui, E. J., and D. W. Carnine. 1998. Effective Teaching Strategies That Accommodate Diverse Learners. Upper Saddle River, NJ: Merrill.
   Google Scholar
• Komulainen, S. 2007. “The Ambiguity of the Child's ‘Voice’ in Social Research.” Childhood (copenhagen, Denmark) 14: 11–28.
   Web of Science ®Google Scholar
• Kragh-Müller, G., and R. Isbell. 2011. “Children’s Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United States.” Early Childhood Education Journal 39 (1): 17–27. doi: 10.1007/s10643-010-0434-9
   Google Scholar
• Laevers, F. 1994. “The Innovative Project Experiential Education and the Definition of Quality in Education.” In Defining and Assessing Quality in Early Childhood Education, edited by F. Laevers, 159–172. Leuven: Leuven University Press. Studia Paedagogica.
   Google Scholar
• Levin, I. 1994. “Children’s Perceptions of Their Families.” In Childhood and Parenthood, edited by J. Brannen, and M. O’Brien, 55–74. London: Institute of Education.
   Google Scholar
• Liasidou, A. 2012. Inclusive Education, Politics and Policymaking (Contemporary Issues in Education Studies). London: Continuum International Publishing Group.
   Google Scholar
• Lundqvist, J., M. Westling Allodi, and E. Siljehag. 2018. “Values and Needs of Children with and without Special Educational Needs in Early School Years: A Study of Young Children’s Views on What Matters to Them.” Scandinavian Journal of Educational Research, 1–17.
   Web of Science ®Google Scholar
• MacNaughton, G., P. Hughes, and K. Smith. 2007. “Young Children’s Rights and Public Policy: Practices and Possibilities for Citizenship in the Early Years.” Children and Society 21: 458–469. doi: 10.1111/j.1099-0860.2007.00096.x
   Google Scholar
• Malaguzzi, L. 1993. “History, Ideas and Basic Philosophy.” In The Hundred Languages of Children, edited by C. Edwards, L. Gandini, and G. Forman, 41–49. New York: Ablex Publishing.
   Google Scholar
• Messiou, K. 2006. “Understanding Marginalisation in Education: The Voice of Children.” European Journal of Psychology of Education 21 (3): 305–318. doi: 10.1007/BF03173418
   Web of Science ®Google Scholar
• Messiou, K. 2017. “Research in the Field of Inclusive Education: Time for a Rethink?” International Journal of Inclusive Education 21 (2): 146–159. doi: 10.1080/13603116.2016.1223184
   Web of Science ®Google Scholar
• Ministry of Education. 1996. Te Whā riki: Early Childhood Curriculum. Wellington: Learning Media Limited. http://www.educate.ece.govt.nz/*/media/Educate/Files/Reference%20Downloads/whariki.pdf.
   Google Scholar
• Moss, P. 2007. Bringing Politics into the Nursery: Early Childhood Education as a Democratic Practice. Thomas Coram Research Unit: Institute of Education University of London. http://eprints.ioe.ac.uk/5603/1/Moss2007Bringing5.pdf.
   Google Scholar
• Nutbrown, C., and P. Clough. 2009. “Citizenship and Inclusion in the Early Years: Understanding and Responding to Children’s Perspectives on ‘Belonging.’” International Journal of Early Years Education 17 (3): 191–206. doi: 10.1080/09669760903424523
   Google Scholar
• O’Brien, J., and M. Forest. 1989. Action for Inclusion: How to Improve Schools by Welcoming Children with Special Needs into Regular Classrooms. Toronto: Inclusion Press.
   Google Scholar
• Office of the High Commissioner for Human Rights. 2005. General Comment No. 7 Implementing Child Rights in Early Childhood. http://www.ohchr.org/english/bodies/crc/comments.htm.
   Google Scholar
• Ofsted. 2000. Evaluating Educational Inclusion Guidance for Inspectors and Schools. London: Ofsted.
   Google Scholar
• Picard, D., C. Brechet, and R. Baldy. 2007. “Expressive Strategies in Drawing Are Related to Age and Topic.” Journal of Nonverbal Behavior 31: 243–257. doi: 10.1007/s10919-007-0035-5
   Web of Science ®Google Scholar
• Prout, A. 2000. “Children’s Participation: Control and Self-Realisation in British Late Modernity.” Children and Society 14: 304–315. doi: 10.1111/j.1099-0860.2000.tb00185.x
   Google Scholar
• Rathbone, C. H. 1971. Open Education: The Informal Classroom. New York: Citation Press.
   Google Scholar
• Rinaldi, C. 2005. In Dialogue with Reggio Emilia. London: RoutledgeFalmer.
   Google Scholar
• Ritala-Koskinen, A. 1994. “Children and the Construction of Close Relationships: How to Find Out the Children’s Point of View.” In Childhood and Parenthood, edited by J. Brannen, and M. O’Brien, 309–317. London: Institute of Education.
   Google Scholar
• Rockett, M., and S. Percival. 2002. Thinking for Learning. Stafford: Network Educational Press.
   Google Scholar
• Rolfe, G., D. Freshwater, and M. Jasper. 2001. Critical Reflection in Nursing and the Helping Professions: A User‘s Guide. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Rose, R. 2007. “Curriculum Consideration in Meeting Special Educational Needs.” In The Sage Handbook of Special Education, edited by L. Florian, 295–306. London: Sage.
   Google Scholar
• Rose, D., and A. Meyer. 2002. Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Schwandt, T. A. 1997. Qualitative Inquiry: A Dictionary of Terms. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Siraj-Blatchford, I., and P. Clarke. 2000. Supporting Identity, Diversity and Language in the Early Years. Buckingham: Open University Press.
   Google Scholar
• Siraj-Blatchford, I., and K. Sylva. 2004. “Researching Pedagogy in English Pre-Schools.” British Educational Research Journal 30 (5): 713–730. doi: 10.1080/0141192042000234665
   Web of Science ®Google Scholar
• Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching Effective Pedagogy in the Early Years DFES Research Report 365 . London: HMSO.
   Google Scholar
• Slee, R. 1998. “The Politics of Theorising Special Education.” In Theorising Special Education, edited by C. Clark, A. Dyson, and A. Millward, 122–136. London: Routledge.
   Google Scholar
• Slee, R. 2001. “Inclusion in Practice: Does Practice Make Perfect?” Educational Review 53 (2): 113–123. doi: 10.1080/00131910120055543
   Web of Science ®Google Scholar
• Smart, C. 2009. “Shifting Horizons: Reflections on Qualitative Methods.” Feminist Theory 10 (3): 295–308. doi: 10.1177/1464700109343253
   Web of Science ®Google Scholar
• Stephen, C. 2010. “Pedagogy: The Silent Partner in Early Years Learning.” Early Years 30 (1): 15–28. doi: 10.1080/09575140903402881
   Google Scholar
• Strauss, A., and J. Corbin. 1994. “Grounded Theory Methodology: An Overview.” In Handbook of Qualitative Research, edited by N. Denzin, and Y. S. Lincoln, 273–285. Thousand Oaks, CA: Sage.
   Google Scholar
• Sumsion, J., and S. Wong. 2011. “Interrogating ‘Belonging’ in Belonging, Being and Becoming: The Early Years Learning Framework for Australia.” Contemporary Issues in Early Childhood 12 (1): 28–45. doi: 10.2304/ciec.2011.12.1.28
   Google Scholar
• Thomas, D. R. 2006. “A General Inductive Approach for Analyzing Qualitative Evaluation Data.” American Journal of Evaluation 27 (2): 237–246. doi: 10.1177/1098214005283748
   Web of Science ®Google Scholar
• Thomas, G., and A. Loxley. 2007. Deconstructing Special Education and Constructing Inclusion. 2nd ed. Maidenhead: McGraw–Hill/Open University Press.
   Google Scholar
• Turnbull, N., T. Fattore, and M. Calder. 2008. Engaging with Children: The Political Dimension, The Carrot or the Stick? Towards Effective Practice with Involuntary Clients in Safeguarding Work. Lyme Regis: Regis Russell House.
   Google Scholar
• UNCRC. 1989. Convention on the Rights of the Child. New York: United Nations.
   Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press.
   Google Scholar
• Wood, E. A. 2014. “Free Choice and Free Play in Early Childhood Education: Troubling the Discourse.” International Journal of Early Years Education 22 (1): 4–18. doi: 10.1080/09669760.2013.830562
   Google Scholar
• Woodhead, M. 2009. “Childhood Studies. Past, Present and Future.” In An Introduction to Childhood Studies, edited by M. J. Kehily, 17–33. Maidenhead: Open University Press.
   Google Scholar
• Yuval-Davis, N. 2006. “Belonging and the Politics of Belonging.” Patterns of Prejudice 40 (3): 197–214. doi: 10.1080/00313220600769331
   Web of Science ®Google Scholar