Abstract
Listening to the voices of students with disabilities offers educators opportunities for critical reflection on their practice (Peters, Br J Sociol Educ 31(5): 591–602, 2010), and allows children to have agency over educational decision-making. While these opportunities occur informally every day in classrooms, there is also a legal mandate that students with disabilities, or their parents/carers, are consulted in relation to educational adjustments. This chapter provides an overview of the legal obligation to consult students with disabilities in relation to adjustments made to their educational program, and the limits of this legislation. A brief discussion of Australian case law in relation to the obligation to consult is included, as well as guidance for improving meaningful participation for students with disabilities.
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Poed, S. (2018). Student Voice and Educational Adjustments. In: Trimmer, K., Dixon, R., S. Findlay, Y. (eds) The Palgrave Handbook of Education Law for Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77751-1_15
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