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Involving young disabled people in the research process: the experiences of the PIE Research Project Team
- Authors:
- WATSON Debby, FEILER Anthony, TARLETON Beth
- Journal article citation:
- Children and Society, 28(4), 2014, pp.316-326.
- Publisher:
- Wiley
Young disabled people are still rarely involved in the research process, despite an increasing emphasis on their inclusion as participants. The Participation in Education (PIE) project examined how disabled children with little or no speech could be involved in their education. The project team worked with an existing group of young disabled people to develop ways in which they could take part in the research process. The group was involved in developing the methodology, group work, observation, commenting on findings and in the dissemination process. Their involvement undoubtedly enriched the research and the benefits of working with an established group were manifold. (Publisher abstract)
Messages: participation in education project
- Authors:
- FEILER Anthony, WATSON Debbie, TARLETON Beth
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2007
- Pagination:
- 15p.
- Place of publication:
- Bristol
This booklet presents messages from interviews and observation sessions conducted as part of the Participation in Education research project and from consultation with the Listening Partnership, a group of young disabled people in Bristol. Key messages suggest that children can be included in all aspects of decision-making at some level, given the right support and the motivation. More training and support with communication is needed, for professionals, for families and Teaching Assistants in particular as they play a vital role. There needs to be better sharing of good practice, both within and between schools. However, the funding and insurance of communication aids is an issue that needs to be addressed.
I want to choose too: a resource for teachers and others for including primary school age children with little or no speech in decision-making
- Authors:
- WATSON Debbie, FEILER Anthony, TARLETON Beth
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2007
- Pagination:
- 51p., bibliog.
- Place of publication:
- Bristol
This resource was compiled as the result of a research project ‘Participation in Education’ (PIE). The project has been carried out by researchers at the University of Bristol, with members of The Listening Partnership, a group of young disabled people in Bristol supported by the City of Bristol Council and the West of England Centre for Inclusive Living. The resource is designed to be complementary to the ‘R U Listening’ self-evaluation framework for organisations eliciting the views of young people with special needs. The framework was developed by the South West Regional Partnership. The first part includes ideas and resources for involving children with little or no speech in peer relationships, in the classroom, in the whole school and in the community. The second part lists useful resources, literature and contacts in themes covering: guides and resource packs, signing and symbols, views of young disabled people, classroom environment, Augmentative and Alternative Communication (AAC), total communication, Individual Education Plans (IEPs), objects of reference, parents and families, inclusion, wider community and services and useful websites.
Participation in education (PIE): full report on the findings from research on the involvement of children with little or no verbal communication
- Authors:
- WATSON Debbie, TARLETON Beth, FEILER Anthony
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2006
- Pagination:
- 24p.
- Place of publication:
- Bristol
The Participation in Education project aimed to address the exclusion of disabled children with little or no verbal communication from decision-making processes in education. This report is based on the findings from the first phase of the research, a national survey of schools. The questionnaire was sent to all relevant primary schools in England, asking for information about the numbers of children involved, what strategies are currently used to involve them in their Annual Reviews, Individual Education Plans and target setting, as well as wider decision-making within school and ideas for future improvements. Results from 112 responding schools, representing 46% of all Local Education Authorities, were analysed. The report presents the results in relation to: the range of strategies, Voice Output Communication Aids, equipment, and information and communication technologies; the involvement of children with little or no verbal communication in decision making at school; training; meetings; protocols and guidelines; and advocates. The results demonstrate that a variety of innovative and creative methods are being employed to involve children with little or no verbal communication in their education. However, it is also apparent that there are few consistently used guidelines or protocols to support staff in this work, and few opportunities for sharing practice and using advocates.