Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as 'deciders' with regard to the inclusion of pupils with SEN. The research also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the 'practices of the self'. Existing research has tended to focus on practices of integration and inclusion, without much attention being paid to what inclusion means to young people. Strategies for inclusion has to take into account both mainstream and SEN pupils if they are to have a chance of succeeding. The research presented in this book will prove invaluable in helping teachers achieve inclusion in the classroom.