Real progress towards inclusive education systems can only happen when we recognise, listen to, understand and act on all voices.

Learners and families rarely influence the educational decisions that directly affect their lives, even if they are given opportunities to share their opinions in their classrooms and communities.

Voices into Action explores ways to develop a more participatory approach to educational decision-making, with learners and families at the centre.

Most countries still use a categorical approach underpinned by a medical model within special needs education, that considers learners as having deficits that require compensatory measures in provision.

Inclusive education policy and practice activities that use labelling and terminology linked to special needs underpinned by a medical approach, with separate provision for different groups, are not in line with the rights-based approach to inclusive education systems, which focuses on the barriers within the system.