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In this article, we explain how we took an “active” approach to focus group discussions with in three South African schools. The topic of discussion was their views on the of inclusive education. We shall also show how we sought feedback from the on their experiences of these discussions. In seeking this feedback, we were in seeing if they interpreted the sessions as being learning experiences – that is, as that enabled the participants to learn from each other as well as from facilitators with view to promoting mutual learning. We indicate how the participants chose to use the feedback to suggest that further processes should be put in place (by us) in the light of expressed concerns. Finally, we outline how we took responsibility by creating a further for discussion with those who were regarded as having additional “actioning” power.
Romm et al. (Fri,) studied this question.