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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)
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)