Initial implementation of a cultural literacy learning programme for students with disabilities in inclusive classrooms

This paper examines the implementation of a cultural literacy learning programme designed to promote the active participation of students with disabilities (SWD) in inclusive classrooms. The learning programme incorporates the use of dialogic pedagogy and wordless texts related to cultural themes, such as tolerance, empathy and inclusion. The paper focuses on one primary school classroom (students aged 9–10) implementing the programme in Nicosia, Cyprus. Data include: (a) an audio recorded lesson which focused on a wordless short film that promoted the theme of diversity and inclusion, and (b) a stimulated recall interview with the classroom teacher where the lesson transcript was used as the stimulus. The qualitative analysis of both the lesson and the transcript concerned the participation of 8 SWD in classroom discussions. Three themes emerged from the analysis: (1) improved oral language production, (2) improved engagement and meaningful participation, and (3) use of visual literacy competency. These findings suggest that dialogic pedagogy around wordless texts related to cultural themes can promote the active engagement of SWD in classroom dialogues. Study limitations as well as implications for teacher training and education policy are discussed.