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‘Step into her world’: Including the voices of learning disabled children and young people in research

Author

Listed:
  • Fields, Diana
  • Fox, Laura

    (University of York)

  • Asbury, Kathryn

Abstract

This study was motivated by a desire to identify and co-produce effective and ethical ways of including the voices of learning disabled children and young people, including those who are non-verbal, non-speaking or minimally verbal, in research. We interviewed 12 parents of children with chromosomal learning disabilities and 6 professionals working with learning disabled children, and we also observed 9 learning disabled children and young people in classroom settings. Transcripts and field notes from these (n=27) interviews and observations were then analysed using Template Analysis. We identified ideas regarding the most effective communication and data collection strategies for this group; thoughts on the challenges to including learning disabled voices in research; ethical considerations; benefits of inclusion to the children and young people themselves; and the characteristics and experience required to be an effective researcher in this area. There was a good consensus that it would be highly valuable to develop more innovative and inclusive approaches to research and that it is vital that a careful, ethical and co-produced approach is taken.

Suggested Citation

  • Fields, Diana & Fox, Laura & Asbury, Kathryn, 2024. "‘Step into her world’: Including the voices of learning disabled children and young people in research," OSF Preprints cw3ub, Center for Open Science.
    • Handle: RePEc:osf:osfxxx:cw3ub
    DOI: 10.31219/osf.io/cw3ub
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    References listed on IDEAS

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    1. Catherine de Haas & Joanna Grace & Joanna Hope & Melanie Nind, 2022. "Doing Research Inclusively: Understanding What It Means to Do Research with and Alongside People with Profound Intellectual Disabilities," Social Sciences, MDPI, vol. 11(4), pages 1-13, April.
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