ABSTRACT
This chapter explores methods of eliciting and responding to students’ voices that are inclusive of students with disability, including those with communication difficulties. All students are unique and, as their experiences and perceptions are often far removed from those of their teachers, their perspectives cannot be intuited by adults. Research has documented clear benefits from student-centred approaches to education, which have been shown to contribute positively to academic and social outcomes, foster student agency, and position students as competent social actors with the ability to enact or participate in change. Meaningful voice opportunities require adequate time provisions, appropriate information and adult receptiveness to listening to and acting upon children’s expressed views. The elevation of student voice and value associated with its relative power can be confronting for some adults, especially those who see it as a disruption to more ‘traditional’ approaches to education that position students as subordinate.
