ABSTRACT
This chapter describes a small-scale research project that set out to obtain the insider perspectives of a group of four teenagers, all described as having ‘severe learning difficulties’ (SLD). It builds a picture of the social aspirations of young disabled people by placing emphasis on their inclusion in research that claims to be in their interests. The project rests on a social model approach to education and disability and is underpinned by a philosophy that recognises the value and rights of all citizens (Armstrong and Barton, 1999, p. 1), including the right to be seen (Murray, 2002, p. 70) and heard (Moore and Sixsmith, 2000, p. 145; Ward, 1996). Such a philosophy challenges the paternalism of an education system in which self-acclaimed ‘experts’ purport to act in particular students’ best interests while their policies sustain their continued separation and marginalisation (Slee, 1999, p. 123). The project on which this chapter is based represents a commitment to raising seldom heard voices and to positioning young people with the label of ‘learning difficulties’ as key commentators on their experience.
