The right of pupils who have special educational needs to participate in decisions relating to their education is set out in a chapter in the Special Educational Needs Code of Practice. However there are many factors which iimpinge on the opportunities afforded to pupils to participate in these decisions. These are political, theoretical, attitudinal and practical. This study considers the concept of participation for pupils with special educational needs in the light of a prevailing theoretical individual deficit model of disability in the context of both a general standards driven educational climate and that of educational inclusion.