ABSTRACT
This chapter introduces a Participatory Action Research (PAR) proposal intended to take place at a nursery mainstream classroom in Greece. The chapter begins with a brief historical background of education developments towards inclusion in Greece, and defines special educational needs, inclusion, practitioner research and Participatory Action Research as they are being interpreted and used within this chapter. The main emphasis is placed on the following PAR proposal, and on the ways in which it is seen to support practitioners and pupils to move towards more inclusive practices. The purpose of the proposed PAR in this context is to support pupils in building stronger relationships and, potentially, friendships with their peers. The intervention through which this is planned to be achieved involves a series of games designed to enhance mutual understanding and trust between pupils. The anticipated benefits of the proposal to both practitioners and pupils are presented and discussed in light of the key book themes of democracy, equal learning opportunities, and a constantly improving teaching and learning process.
