Studies advocating for student voice to be included in the debate of inclusive education have been conducted, however, little is known about how the other stakeholders respond to the messages within student voice. This article examines the response of principals and teachers in Indonesia to the voice of primary school students and their representations of inclusive education. Principals and teachers were generally receptive to the messages they were hearing about the impact of their language of inclusion on students, year retention, and the continued separation of students in all education matters on the basis of disability. While the implications for the future development of inclusive education are examined, the researchers also explore the issues related to adults listening and empowering the student voice.

已经进行了倡导将学生的声音纳入全纳教育辩论的研究，但是，其他利益相关者如何回应学生声音中的信息却鲜为人知。本文探讨了印尼校长和教师对小学生的声音及其融合教育的代表性的反应。校长和老师通常会接受他们所听到的有关融合语言对学生的影响，保留年限以及在基于残疾的所有教育问题上学生继续分离的信息。在研究了对全纳教育未来发展的影响时，研究人员还探讨了与成年人听力和增强学生声音能力有关的问题。