Children and young people with SEND in Bury shared their views about what they think all teachers should know.

Here is what they told us:

• "Staff make the difference"

• "Don't use disability as a barrier rather than adapt lessons"

• "Respect different types of disabilities and individual perspectives"

• “Understand my perspective"

• "Listen!"

• "Don't speak for me!"

• "Ask rather than tell me"

• "Include me in meetings"

• "If people have a passion for something, let them pursue that"

• "Learn about disability"

• "Let me decide if I can do it or not"

Children and young people shared that feeling included and supported at school or college means:

• "Listening to aspirations and passions"

• "Having earlier support"

• "Being included in meetings"

• "Good SENCO and Teaching Assistant support"

• "Having personalised support based on your individual skills"

• "Sharing views in advance and during meetings"

• "Having young people greet new young people when starting school. For example, children and young people with visual impairment will know how best to explain the school to other children and young people with visual impairment"

• “Having things to do at breaktimes that support friendships”

• “Having some space to calm down if needed”

Children and young people shared the things that do NOT help them to feel included and supported at school or college include:

• "Not listening to young people's views"

• "Teachers being overprotective…”

• "Not being included in EHCP reviews or other meetings"

• "Not sharing plans"

• "Having no choice in picking courses or subjects"

• "Someone else picking a college course"

• "It's different if you say you can't do it… it's not for other people to decide this for you"

• "Things take too long… snail pace"

• “When adults ask big questions like ‘tell me how you feel’”

• “When adults ask too many questions at once”

Gathering and acting upon the views of children and young people is vital if support and intervention is to be meaningful and effective.

SENCOs identify that all members of the school community, led by senior leaders, need to understand the importance of authentically gathering the voice of children and young people as part of everyday practice.

Children and young people with SEND have the same rights as other children and young people to participate in decisions and issues that affect them. The importance of the participation of children and young people with SEND is reflected both in the United Nations Convention on the Rights of the Child and in the SEND Code of Practice.

Sadly, research suggests that despite this, children and young people with SEND are often not meaningfully included in decisions about their education and future.