Abstract
The value of the student voice has been a central theme in educational research, above all, in the field of inclusion. Despite this, the voice of pupils with disabilities still often remains unheard in inclusive research both at an international and national level. This paper reports the main results of a project aimed at filling this void by giving voice to children and young people with disabilities in the Province of Bolzano with regard to their participation at school. Through qualitative interviews conducted with 17 children and young people with disabilities, the study investigated their perceptions regarding their participation opportunities in school, including any facilitators and/or barriers that may influence them, either positively or negatively. The results showed mixed experiences regarding both learning and socialisation. With regard to facilitators, adults (class and support teachers and personal assistants) and the presence of a positive and welcoming climate play a key role in the participants’ experiences. On the other hand, alongside more structural barriers, negative attitudes and the careless behaviour of teachers and peers in addition to the lack of teacher competence, sensitivity and support are cited as the main barriers to participation.