`This book is timely. [The author] draws on the work of several specialist teachers and sees a strong pupil voice as key to successful inclusion - Special

`This is an excellent addition to the small but growing literature on pupil views....The book focuses on five areas of need (autistic spectrum disorder, visual impairment, specific learning difficulties, hearing impairment and physical disabilities) and examines the challenges of inclusion from the perspective of children and young people themselves. Their views come across powerfully, and perhaps most importantly, they offer clear and practical advice about how teachers and other staff can make schooling a less intimidating and excluding experience....This book is likely to be of particular interest to SENCOs and other colleagues who have interest in, and responsibility for developing pupil participation. It should also be required reading for trainee teachers and learning support staff -SENCO Update

`This book is unique and readable. It has a great deal to offer all settings who are reflecting on the effectiveness of their pupil voice systems -Special Needs Information Press

Developed from the work of specialist teachers in Ealing who have been involved in promoting inclusive practices, this book shows how eliciting the pupils views and strengthening the pupil voice is an important element in the success of any inclusion project.

Covering a wide range of disabilities including Autistic Spectrum Disorders and Specific Learning Difficulties, it includes:

o Case-studies

o Descriptions of the difficulties encountered by the young

o Practical strategies to address these difficulties

o Useful resources.

Essential for any adult working in an inclusive setting, this fascinating book brings together theory with real practice.

AcknowledgementsForewordIntroductionSetting the SceneIncluding Pupils with Autistic Spectrum DisorderIncluding Pupils with Visual ImpairmentIncluding pupils with Specific Learning difficultiesIncluding pupils with Hearing ImpairmentIncluding Pupils with Physical DisabilitiesConclusionReferences