LISTENING TO LEARNERS: A NARRATIVE INQUIRY INTO STUDENT EXPERIENCES OF INCLUSION IN SECONDARY EDUCATION
Authors
Eleni Papadopoulos ()Files
Key Information
Journal
Published in Vol. 1 No. 1 (2026) of Omega Journal of Inclusive Education and Practice.
OMEGA Journal of Inclusive Education and Practice is an international, peer-reviewed, open access journal committed to advancing research and practices that promote inclusive, equitable, and accessible education. The journal provides a platform for educators, researchers, and policymakers to share innovative ideas, empirical studies, and practical approaches that support diverse learners across all educational settings.
Key Highlights:
- Peer-reviewed (Double-blind)
- Open Access Journal
- Monthly Publication
- International Scope
Frequency of Publication: Monthly
Languages: English, Polish and Russian
Publication Format: Electronic
ISSN (E): 3072-4694
About the JournalAbstract
While inclusive education is widely discussed in terms of policy and pedagogy, the voices of students themselves are often underrepresented in research. This study explores how students experience inclusion in a secondary school setting through a narrative inquiry approach. Drawing on student interviews and reflective accounts, the paper examines how learners perceive participation, belonging, and support within their classrooms. The findings reveal that inclusion is not defined solely by access or instructional strategies but by the quality of relationships, recognition, and everyday interactions. The study highlights the importance of listening to student perspectives in shaping inclusive practices and contributes to the field by foregrounding lived experience as a critical dimension of educational research.
