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Abstract
Children have the right to be consulted regarding their life choices and experiences. This has been examined in a plethora of research specific to the education of children. However, methods for engaging children with special educational needs (SEN) in research have met with mixed results. This paper explores a range of methodological strategies for consulting children with SEN about their experiences of and accessibility to physical education (PE). Based on a review of the methodological strategies, the paper concludes with proposed guidelines for including and empowering children with SEN to participate in PE research, have their voices heard and ensure teachers and schools respond effectively to their views.