The right to be heard: the missing voices of students with learning disabilities

Abstract

Set within the context of the United Nations Convention on the Rights of Persons with Disabilities and the Convention on the Rights of the Child, this article interrogates the extent to which the right to be heard is afforded equally to all children and young people. It shows that despite widespread global commitment to these conventions, the voices of children and young people with learning disabilities continues to remain largely unheard. Attention is drawn to the ways in which limiting assumptions contribute to this on-going breach of rights. Research approaches that take a more inclusive approach to listening to the ‘voices’ of children and young people with learning disabilities are shared. These show that while the gap between policy intent and reality remains considerable, there is much that can be done to honour the right to be heard. Presuming competence, being attentive to different communication preferences, allowing time, and providing multi-modal input and response options, are each essential if the current gap between policy intent and reality is to be closed.