Special schooling is increasingly under the microscope, with theory, policy and practice converging towards inclusive education, and Irish legislation enshrining the principle o f inclusive education fo r children who have special educational needs. Central to current debate is the question o f whether or not to recognise difference: this has become known as the ‘dilemma o f difference'. In recent years, another social movement has also come under the microscope, with increased emphasis and discourse on the concept o f children’s rights / views o f children. Both o f these themes are central aspects o f this study. This study aims to ascertain the views o f students who attend one special school, and in particular whether ‘dilemmas o f difference’ apply fo r them. Using a range o f different strategies such as focus groups, individual and paired interviews and written and pictorial data created by participants, students ’ views on schooling are gathered and analysed. An overarching theoretical perspective combining an open thesis o f insider epistemology, a relational theory o f the subject, and a social relational model o f disability is used to fram e the study. The findings are that dilemmas o f difference do apply fo r at least some o f the participants, in particular in relation to identification, location and the status o f the school. A dilemma o f difference in respect o f curriculum was fo u n d not to apply in this study. This study is significant fo r the manner in which research is conducted with young people with special educational needs, and its findings have implications fo r policy makers and practitioners. While the movement towards inclusive schooling continues, it is apt to consider and to give due weight to the views o f students, including those attending special schools.