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Conceptualizing inclusive research with people with intellectual disability
- Authors:
- BIGBY Christine, FRAWLEY Patsie, RAMCHARAN Paul
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(1), 2013, pp.3-12.
- Publisher:
- Wiley
A comprehensive review of the peer reviewed literature and key texts was undertaken to more clearly conceptualize inclusive research with people with intellectual disability and identify the issues associated with ways of approaching it. Three approaches to inclusive research were identified: advisory, leading and controlling, and collaborative group. Using the literature and the authors' own experience, each approach is illustrated and discussed. A clearer conceptual framework is developed to guide researchers and administrators as they consider inclusive research and its feasibility to particular research questions. A strong self-advocacy movement is identified as one of the conditions necessary for inclusive research to flourish. (Edited publisher abstract)
Why are conferences "Sometimes about us, without us"?
- Authors:
- FRAWLEY Patsie, BIGBY Christine, FORSYTH Heather
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(4), December 2006, pp.249-251.
- Publisher:
- Taylor and Francis
In this article the authors identify a number of issues, and make suggestions, of how to make conferences about people with learning disabilities to be more accessible to people with learning disabilities. The article is based on their involvement with the Australasian Society for the Study of Intellectual Disability (ASSID) National Conferences.
Reflections on doing inclusive research in the “Making Life Good in the Community” study
- Authors:
- BIGBY Christine, FRAWLEY Patsie
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 35(2), June 2010, pp.53-61.
- Publisher:
- Taylor and Francis
The involvement of people with intellectual disability in research is framed as inclusive, denoting their active participation in its processes. However, questions are raised about ownership and control, genuineness of involvement, and the need for honest accounts to develop practice. This study used action research to reflect on and progressively refine the support provided by a research mentor to a co-researcher with intellectual disability employed on a large multimethod study. The co-researcher with intellectual disability was employed to be involved in the investigation of ‘homeliness’ in the ‘Making Life Good in the Community’ study. This paper describes the process of supporting the co-researcher rather than the findings of the research. The paper concludes that accepting the co-researcher's strengths and designing support on the job rather than teaching them to ‘pass’ before venturing out in the field are important in ceding control. Support required for a co-researcher is more than practical and involves developing a relationship that can actively challenge views and foster reflection. Ownership of questions and disseminating of outcomes are hampered by contextual factors such as tender processes, short-term positions, and a failure to acknowledge the support required to present findings.
A collaborative group method of inclusive research
- Authors:
- BIGBY Christine, FRAWLEY Patsie, RAMCHARAN Paul
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(1), 2013, pp.54-56.
- Publisher:
- Wiley
This study proposes one method of inclusive research with people with learning disabilities, the ‘collaborative group' approach. It examines the processes used to conduct a study involving academics and self-advocates, presenting findings derived from an inductive analysis of field note data, interview and meeting transcripts. Five components are identified: shared and distinct purposes of participants equally valued, shared involvement and distinct contributions equally valued, flexible, adapted research methods, working as a group with trusting relationships and dispersed power, and scaffolding for inclusion. This collaborative group method potentially results in better research than either academics or self-advocates could achieve alone and has multiple knowledge outcomes with differing accessibility and complexity. (Edited publisher abstract)
Inclusion in political and public life: the experiences of people with intellectual disability on government disability advisory bodies in Australia
- Authors:
- FRAWLEY Patsie, BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 36(1), March 2011, pp.27-38.
- Publisher:
- Taylor and Francis
In the last decade, Australian governments have used disability advisory bodies as a means to canvass the views of people with disability and involve them in the process of policy making. This study explored the political orientations that members with an intellectual disability bring to disability advisory bodies and their experience of participating, in order to consider the types of support necessary to facilitate their participation. The 9 main participants were the only people with an intellectual disability who were members of disability advisory bodies in Australia in 2005. 2 or more in-depth interviews were conducted with each of them. 12 people associated with the participants' membership of the advisory body, including support workers and other members, were also interviewed. 3 political orientations were identified: democratic orientation (participation as a right), professional orientation (participation as a status symbol) and communitarian orientation (participation as the role of a community member). The participants found the work hard but rewarding, encountered both practical and intangible obstacles to participation, and received varying types of support. The article discusses the findings, with examples from the interviews, including experiences of participation, challenges and types of participation support.
Social work practice and intellectual disability
- Authors:
- BIGBY Christine, FRAWLEY Patsie
- Publisher:
- Palgrave Macmillan
- Publication year:
- 2010
- Pagination:
- 238p., bibliog.
- Place of publication:
- Basingstoke
Provides an understanding of the knowledge, values and skills required for effective practice in the field of learning disability and the opportunity for multidisciplinary collaboration for social change. The book focuses on adults with learning disabilities and their families. Topics include: the changing definitions of learning disability; theory and practice of working with adults with learning disabilities and their families; assessment, planning, monitoring and review; social inclusion and participation. Includes numerous case studies and discussion points.