In the past, children and young people -and more markedly those with (dis)abilities- were not considered as holders with rights or people with judgment to decide and give opinions about their lives, their development or participation on society (Rudduck & Fluter, 2007). In addition, until the 1980s, the children were not considered to intervene in the processes of evaluation, reflection and change of social, educational and economic realities that affected them. Thus, their voice had being silenced, on multiple occasions, in a conscious way, not ensuring democratic principles (Pallisera & Puyalto, 2014)

Therefore, throughout history, people with (dis)abilities –especially those with intellectual disorders- have not been able to actively participate in the analysis of educational topics that affected them. So, their voice and points of view have been scarcely expressed and frequently ignored. In this sense, it is necessary to emphasize that prejudices towards people with disabilities, despite the progress and achievements made with the publication of international declarations and conventions, continue to occur and are evident (Byrne, 2019). According to the last author, there are still barriers to the full right to an inclusive, quality education, and throughout life, in ordinary educational modalities, as well as in the right to access and participate in social services and in the right to a decent life.

In relation, it is estimated the need to create new methods and techniques for listening to the voices of students that are adapted to the individual conditions of each center, classroom or child in particular. For example, creative channels of expression can be used such as: photographs, drawings, collages, videos, murals, etc., through which their opinions, points of view and perceptions can be exposed, in a reliable and valid way -regardless of the personal characteristics or abilities. This represents a challenge for the entire school institution and for all the professionals that make it up – internal and external to the center – in order to guarantee the participation of all students in the processes of evaluation, change and school improvement.

It is important to point out that alternative or creative techniques for listening to students' voices are less frequent and known than traditional techniques (such as interviews, focus groups, questionnaires, etc.). However, interest in its design and development has increased over the last decade (Caballero & Arnaiz, 2020; Ceballos & Saiz, 2021; Messiou, 2019). So, creative techniques to listen to the voice of all students arise from the need to ensure the principles of participation and inclusion, without exception, even for those students with the greatest communication difficulties (Clark & Moss, 2005).

In relation to the above, the general objective of this communication is to analyze the development and effectiveness of the qualitative technique "The mural of Situations" to listen to the voice about the process of inclusion of students with SEN and serious communication problems who are enrolled in two specialized classrooms into a regular school.

The following specific objectives are specified:

 - To describe the degree of reception in ordinary classrooms of students enrolled in specialized classrooms through the qualitative technique "The Mural of Situations".

- To know the level of participation in the ordinary educational center of the students enrolled in specialized classrooms through the qualitative technique "The Mural of Situations".

*Este trabajo pertenece al proyecto de investigación: “¿Qué le falta a la educación inclusiva?: Una investigación participativa en la Región de Murcia” (PID 2019-108775RB-C44) financiado por el Ministerio de Ciencia e Innovación de España.

Participants: The participants in this study were 15 students from a private center in the Region of Murcia (Spain). The students were enrolled in two specialized classrooms, one for Primary Education (N= 6, 40%) and the other for Secondary Education (N= 9, 60%). In addition, they presented Special Educational Needs (SEN) and serious problems with oral communication, which is why they require extensive and generalized support in most areas of the curriculum. Research design: This research follows a qualitative, non-experimental and descriptive design. Collection instruments: The technique that has been selected to carry out the data collection phase is called the "Mural of Situations". This technique has been chosen due to the advantages it presents to be developed with students with different conditions, levels of curricular competence and forms of communication. In addition, it allows each student to report their ideas and opinions about their process of inclusion through the method of expression with which they feel most comfortable and identified (photos, pictograms, writings, drawings, sentences, etc.). Specifically, the Mural of Situations technique makes it possible to describe situations, reveal causes and highlight processes in which subjects and groups have been or are involved. It should be noted that it is an interactive technique typical of social research (Quiroz, Velázquez, García & González, 2002). This is based on the principles of horizontality between the student and the researcher and the recognition of all individuals, regardless of their condition, as subjects of dialogue and carriers of knowledge, for which it is estimated that the interaction between all the participants contributes to significantly increase the scope of an investigation. Therefore, this technique, which values and estimates the heterogeneity of voices present in social contexts, is considered suitable for use in educational research on inclusion-exclusion processes in which students with disabilities are actively involved. Analysis of data: For the analysis of the qualitative data collected through the technique "The Mural of Situations", a content analysis will be carried out through an inductive process. In this way, codes and categories of analysis will be created to classify the information in relation to different aspects of the inclusion process of the students participating in the study (level of participation, acceptance by their peers, relationship, socialization, attitude of the teaching staff, etc.). The statistical program that will be used for the analysis of qualitative information will be Atlas.Ti (Version 8 for Microsoft Windows).

The results are shown in relation to the two specific objectives of the study. In relation to first objective about the reception, the students of the specialized units indicate that they feel very welcomed by their classmates and teachers of the ordinary classrooms they attend. The following quote stands out: “The classmates in the ordinary class treat me very well. They are very happy when I go to work with them in the subject of Music or Physical Education.” (Primary students, 9 years old). In relation to second objective about the degree of participation in the ordinary educational center, the students of the specialized units state that they want to participate more in the ordinary classes together with the rest of their peers without SEN. The following quote stands out: “I would like to participate in more classes with the rest of my classmates from the ordinary classrooms. Not only take the subjects of Music or Arts (the easiest for us). I want to be with the ordinary mates in other subjects or activities.” (Secondary student, 14 years old). In conclusion, the proposed qualitative technique “The Mural of Situations” allows the collection and listening of the voices of students who present different communication channels due to their SEN. Therefore, this serves as a guideline for carrying out other works in which it is intended to analyze the operation and organization of practices and measures of attention to diversity in schools from a qualitative design and based on the democratic right of participation. Thus, progress will be made in the objective of inclusive and quality education for all, which will result in the improvement and meaning of the various specific measures of attention to diversity, as is the case of specialized classrooms.

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