ABSTRACT
This chapter examines an international perspective on the voices of pupils with Special Educational Needs and Disabilities (SEND) by exploring meaningful voice practices in Tanzanian educational contexts. Individuals will require unique understanding and voice practice methods. In the nineteenth and early twentieth centuries, educational practices for those we would now categorise as having SEND were predominantly exclusionary. Grid elaboration method (GEM) work takes place on a one-to-one basis. The GEM also requires an investment of time, the creation of a safe space, and well-honed active listening skills. Participatory research approaches apply to all children. The origins of participatory research approaches can be traced to research conducted by indigenous communities in the Global South and to discourse around knowledge construction rooted in the radical ideas of Paulo Freire. Children, including those with SEND, can also be seen as a group whose cultural knowledge has been relegated to the peripheries of knowledge construction.
