ABSTRACT
In an era when human and children’s rights are emphasised, participation of, and consultation with, children and young people in many areas of educational decision making and practice is now commonplace and there is increasing professional and statutory commitment to this. This chapter explores the concept and practice of participation for pupils with significant learning difficulties. How are participation and ‘voice’ for pupils with significant learning difficulties conceptualised? How can this be meaningfully enacted in practice? This chapter draws upon research and practice in England to examine issues in this area.
