Abstract
The purpose of this study was to examine the perceptions of early elementary-aged students with moderate disabilities on social inclusion and sense of belonging within their school. This qualitative study utilized Photovoice methodology to help bridge the communication barrier among the researcher and student participants. Photovoice enabled participants to record and reflect upon their perception of social inclusion and belonging within spaces and activities at their school; promote dialogue with the researcher about their sense of belonging through semi-structured interviews of photographs; and communicate with teachers and peers about inclusion to initiate change in their school. Participants were eight elementary students (Grades 2-4) with moderate disabilities including: Autism, Speech or Language Impairment (SLI), Hard of Hearing (HH), and Other Health Impairment (OHI). Data was analyzed through qualitative data analysis. Three major themes about where and when the students perceived social inclusion and belonging at their school were identified: (a) active play, (b) quiet places, and (c) specific people. Implications of these findings for implementing inclusive practices in schools are discussed.