Jump to content

Forgotten your password?

Find out more or sign up now, it only takes a few minutes.

This is a member resource
Sign in or become a member to view the full research publication

Children's voice, children's rights: what children with special needs have to say about their variously inclusive schools

Author: Bishton, Helen
Subject: Helping vulnerable and disadvantaged children
Audience: Headteachers, Middle leaders and aspiring headteachers
Date of publication: August 2007   |   File format and size: PDF, 489 Kb

Pupil voice is a vital part of school self-assessment and is enshrined in various pieces of recent legislation such as Every Child Matters. This report looks at how school leaders can ensure that 'difficult-to-reach' pupils are heard.

It explores authentic ways of seeking the views of primary-aged children with learning difficulties about their variously inclusive school placements and demonstrates the importance of using a variety of methods to elicit pupil opinions.

The research aimed to answer the following key questions:

  • What did the case study children like about school?
  • What did the case study children dislike about school?
  • Who were the important people to the children at school?
  • What were the children's thoughts about the future?
  • How could the children be enabled to express these views?

The children involved in the research were overwhelmingly positive about their school placement. The children's views on who were the important people to them in the school environment are a useful insight for school leaders working with children with special educational needs.