Inclusive Pedagogical Practices and Student Participation in Greek Primary Education: A Qualitative Case Study

Inclusive education is increasingly acknowledged as a pedagogical strategy executed through daily classroom practices that promote participation, engagement, and a sense of belonging for all students. This study investigates the application of inclusive pedagogical methods in a Greek public primary school, highlighting the significance of teaching strategies and interactional routines in fostering student engagement and a sense of belonging. The study utilizes a qualitative single-case methodology, using practice-based data including recorded classroom practices, comprehensive pedagogical initiatives, and reflective narratives of teaching and learning processes. The analysis reveals that inclusive pedagogy was executed through personalized instruction targeting common learning goals, dialogic and collaborative teaching strategies that amplified student voice and agency, and a sustained emphasis on socio-emotional growth and interpersonal relationships. These techniques promoted students' active engagement in learning and fostered classroom cultures that valued and celebrated diversity. The study highlights pedagogical challenges related to curriculum mandates, time constraints, and the complexities of accommodating varied learning demands, asserting that inclusion is a negotiated and context-specific process rather than a fixed set of techniques. This study offers a practice-oriented viewpoint from Greek primary education, contributing to global research on inclusive pedagogy by clarifying the development of participation and belonging through standard teaching techniques in a public school environment. The findings underscore the critical importance of classroom pedagogy in attaining inclusive education and stress the need for continuous professional reflection and systemic support for inclusive teaching.