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Listening to the Voices of Students With Disabilities: Can Such Voices Inform Practice?

Published online by Cambridge University Press:  02 March 2012

Linda J. Byrnes  and
Field W. Rickards
Linda J. Byrnes*
Affiliation:
The University of Melbourne, Australia. lbyrnes@unimelb.edu.au
Field W. Rickards
Affiliation:
The University of Melbourne, Australia.
*
*Address for correspondence: Linda J. Byrnes, Melbourne Graduate School of Education, University of Melbourne VIC 3010, Australia.
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Abstract

This article investigates issues to do with student voice. Much attention is given within the literature to including the voice of students without disabilities in educational debate. Indeed, clear connections have been made between the use of student voice and raising student achievement (Mitra, 2004). Given the validation of such voices, it is paradoxical that limited attention is accorded to the views of students with disabilities (Habel, Bloom, Ray, & Bacon, 1999). This position paper explores reasons why the viewpoints of students with disabilities are not routinely investigated or listened to, and puts forward a case for stronger attention to be given to such voices. The article concludes by offering suggestions as to how to collect such viewpoints.

Keywords

student voicesachievement outcomesdisability
Type
Articles
Information
Australasian Journal of Special Education , Volume 35 , Issue 1 , 01 July 2011 , pp. 25 - 34
Copyright
Copyright © Cambridge University Press 2011

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