This paper illustrates how conversations with children can enhance thinking and practice in relation to the development of inclusive education. In particular, evidence from research carried out in a primary school in Cyprus is used to throw light on notions of marginalisation. The study suggests that marginalisation can be conceptualised in four ways: when a child is experiencing some kind of marginalisation that is recognised almost by everybody, including himself/herself; when a child is feeling that he/she is experiencing marginalisation, whereas others do not recognise this; when a child is found in what appears to be marginalised situations but does not view this as marginalisation; and, finally, when a child appears to experience marginalisation but does not recognise this. The paper concludes that children's voices should not only be used as a strategy for understanding and developing more inclusive practices, but more importantly that listening to children is itself a manifestation of being inclusive.