Recently, there has been an increasing emphasis on inclusion in education, particularly on integrating students with special needs into primary schools. Consequently, the demand for effective approaches to raise awareness among students about the special needs of their peers has grown. One such strategy is the use of picture books in English lessons. The aim of this master's thesis was to raise third-grade students' awareness of children with physical disabilities through the use of picture books in English lessons. The research was based on a descriptive method, with an action research approach. To ensure the objectivity of the results, we employed triangulation of techniques and sources, including self-evaluation, a student questionnaire, and interviews. The study involved two third-grade classes during the 2023/2024 school year, with a total of 39 students (20 in the first group and 19 in the second) selected through purposive sampling. Before the study began, we administered questionnaires to assess students' attitudes toward the topic and their experiences of children with physical disabilities. Subsequently, six lessons were conducted using a story-based approach, during which two selected picture books on this subject were discussed. After each lesson, a self-evaluation questionnaire was completed. At the end of the lesson series, we administered a follow-up questionnaire to assess whether students' attitudes changed and conducted brief interviews with some of the students. The responses were compared with the data collected from the pre-study questionnaires. The findings revealed that after engaging with the stories, students became more receptive to the needs of their peers, more open to discussions about different special needs, and more willing to assist and collaborate in the classroom. This highlights the important role of picture books as a pedagogical tool in raising students' awareness of children with physical disabilities. Additionally, the students gained a foundational understanding of inclusion, which is crucial for their further comprehensive development. We believe that it is essential for teachers to introduce the paradigm of inclusion early in the educational process to foster tolerance toward children with special needs in their environment. This thesis provides guidelines on how English teachers can design story-based lessons and use narratives to promote the holistic development of students through the theme of inclusion.
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