Resumen
Although the idea of including learners in policy-making is gaining ground, their voices still seem to be marginalised. This article focuses on the issue of learners? voices in inclusive education policy debates. It begins by discussing main policy developments, arguments and key issues around learner voice and participation. It then draws on different aspects of work by the European Agency for Special Needs and Inclusive Education (the Agency) that has directly involved young people in exchanges with policy-makers and decision-makers responsible for developing and implementing policy for inclusive education. This includes four European ?Hearings? (in 2003, 2007, 2011 and 2015), involving over 300 young people. It also includes workshops with learners in Cyprus and Poland as part of the European Commission?s Directorate-General for Structural Reform Support Programme activities. In the Agency?s work, learners with a range of learning needs from across Europe shared their views on their right to education (access), their rights in education (learning and participation) and their rights in wider society (achievement). Key messages from learners included the importance of barrier-free schools, raising awareness, changing attitudes and combating stereotypes to support their longer-term social inclusion and ensure they are able to become full citizens in their local communities. Building on these messages, the article concludes with some important considerations for future work and recommends positioning learners as key agents in policy debates for inclusive education.