Listening to Students with Learning Difficulties
Student Voice, Participation, and Recommendations for Inclusive Practice in Primary Education
Bibliographic Data
| ID | 22045223 |
|---|---|
| Authors | Assimina Tsibidaki (0000-0001-6430-2436, University of Nicosia, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 4 |
| Pages | 655 |
| Publication date | 2026-04-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16040655 |
| OpenAlex | W7154982207 |
| Language | EN |
| References cited | 56 |
Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs perceive their participation, relationships with teachers and peers, and the role of inclusive classes (ICs) within mainstream Greek primary education. A qualitative design was adopted, and data were collected through semi-structured interviews with ten Grade 6 students receiving support through ICs. Transcripts were analyzed using thematic analysis. Findings indicated that participation was associated with perceived competence in academic tasks, with language-based activities frequently described as cognitively demanding and stressful. Belonging was predominantly felt through peer acceptance and supportive teacher practices rather than solely through classroom placement. The ICs were perceived as providing individualized support and emotional safety, although some ambivalence regarding withdrawal from the mainstream classroom was reported. Students stressed the need for flexible assessment and clearer instructional guidance to enhance fairness and participation. Overall, the findings show that inclusion is experienced as a dynamic interaction between academic accessibility, interpersonal relationships, and supportive learning environments. They also underline the importance of incorporating student voice into inclusive practice
Active listening · Ambivalence · Interpersonal communication · Mainstream · Qualitative research · Thematic analysis · Collaborative Teaching and Inclusion · Hearing Impairment and Communication · Teacher Education and Leadership Studies
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Thematic Analysis
| Highly cited | No |
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