This paper proposes an inclusive epistemological lens for the design and implementation of participatory research involving children. While multi sensory and participatory methodologies have become more popular across a range of disciplines, the epistemological underpinnings that shape how these methods are conceptualised, undertaken, and data analysed from them remain inconsistent. Drawing upon recent debates surrounding participation, co construction, children’s agency, and methodological inclusivity, this paper argues for a collective epistemology rooted in inclusion. By synthesising literature across participatory methods, childhood studies, and research in special and inclusive education, a model of Inclusive Epistemology for Children’s Participation in Research (IECPR) is introduced. The model is intended to support researchers to more consistently conceptualise, employ and enable children’s participation within research that concerns them. This lens is intended to support more ethical and meaningful engagement with children, taking into account their experiences and competencies, ultimately aiming to strengthen the quality and credibility of research conceptualised as ‘participatory.’