For inclusion to be a reality, the children that 'inclusion' is talking about need to be empowered to have a voice, and to have a real voice. These children are not only disempowered by having the label of 'special educational needs' but also by professional narrative. This paper looks at empirical research which challenges current professional practices for seeking child's views. It includes research asking children about their perspectives on professional practice, and on provision, and research asking professionals how they explain their role to children. Issues identified include the need for a detailed examination of the whole process of our work as professionals - to see it from the perspective of the child, the outsider, and to examine it for opportunities to consult. A major theme is the need for the development of a critical awareness of such assumptions in one's own professional practice.