Equal is not enough? Current problems in inclusive education in the eyes of children

Abstract

Sociology of childhood opens up new perspectives on inclusive practices, as it considers children themselves as actors in their environment. This article shows the outcomes of two case studies involving children with special needs in Europe: the focus on the children participating in questionnaires and in-depth interviews gives other priorities to inclusive education that adults may have overlooked from their perspective. Improvement of inclusive education needs to seriously reconsider the status of children with special educational needs.