Academic publications

Messiou, K., & Ainscow, M. (2020). Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 1-18. DOI: 10.1002/berj.3602

Messiou, K. (2019). The missing voices: students as a catalyst for promoting inclusive education. International Journal of Inclusive Education. DOI: 10.1080/13603116.2019.1623326

Hedegaard-Soerensen, L. & Penthin Grumloese, S. (2020) Student-teacher dialogue for lesson planning: inclusion in the context of national policy and local culture, Nordic Journal of Studies in Educational Policy, 6:1, 25-36, DOI: 10.1080/20020317.2020.1747376. https://doi.org/10.1080/20020317.2020.1747376

Sandoval Mena, M., Simón Rueda, C. y, Echeita Sarrionandia, G. (2020). ¿Qué me ayuda a aprender y participar?: Herramientas para recoger las voces de los estudiantes. Revista de Educación Inclusiva, 13(1), 12-27. https://revistaeducacioninclusiva.es/index.php/REI/article/view/567

“Responding to diversity by engaging with students’ voices: A strategy for teacher development” (earlier EU related project):