This paper will report the findings of the first phase of the study in relation to the impact that the use of the Inclusive Inquiry model had in the five schools. Effects of the project activities will be determined using both quantitative and qualitative data (Bešić, Paleczek, Krammer & Gasteiger-Klicpera, 2016). More specifically, the impact that the approach has on students and teachers will be assessed using pre- and post-intervention questionnaires (Krammer, Gebhardt, Gastager, Paleczek, Rossmann & Gasteiger-Klicpera, 2015). These will seek to assess changes in teachers’ thinking and practices, and students’ level of engagement (as indicated by attitudes and behaviour). At the same time, interviews will be carried out and analysed qualitatively. In addition, observations of research lesson will be carried out by researchers. This will allow us to determine the improvements made to the lessons, over time. These analyses will be compared with those made by the trios of teachers as they assess the success of their research lessons on student engagement and learning. Finally, the training of children as researchers will be evaluated through interviews with those students involved in order to determine the skills they have acquired through the project processes. The quality of all of these results and objectives will be assessed using quantitative and qualitative data in relation to the impact on the following indicators: 1. Significant improvements in the capacity of schools to use the views of children to stimulate improvements in practice. 2. Development in the skills of students in carrying out research. 3. Changes in the thinking and practices of teachers, including their skills in working with colleagues to share expertise and develop new approaches. 4. Improvements in all students’ engagement in lessons, as reflected in their attitudes and behaviour, focusing in particular on the participation of those seen as ‘hard to reach’ children.

Bešić, E., Paleczek, L., Krammer, M., & Gasteiger-Klicpera, B. (2016) Inclusive practices at the teacher and class level: the experts’ view. European Journal of Special Needs Education, 1(18). 0. 2016. 1-18. Krammer, M., Gebhardt, M., Gastager, A., Paleczek, L., Rossmann, P., & Gasteiger-Klicpera, B. (2015). Effects of Cooperative Learning Methods in German Language Arts on Reading Ability and Social Behavior of High School Students. Journal of Studies in Education, 5(4), 1-22.