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Inclusive learning disability research: the (nondisabled) researcher's role
- Author:
- WALMSLEY Jan
- Journal article citation:
- British Journal of Learning Disabilities, 32(2), June 2004, pp.65-71.
- Publisher:
- Wiley
Explores the role of the nondisabled researcher who supports inclusive research in learning disability. Argues for more transparency about the role in order to highlight the challenges of working inclusively on research projects, the real contribution of people with learning difficulties to research, and the training/support implications of working inclusively.
Adulthood and people with mental handicaps: report of a research project
- Author:
- WALMSLEY Jan
- Journal article citation:
- Mental Handicap Research, 4(2), 1991, pp.141-154.
- Publisher:
- BIMH Publications
Describes a small project which used research interviews to discover the meaning of adulthood to the research participants, five adults with mental handicaps. The project set out to design a research process which would respect their status as adults. The paper focuses on the research process, and the merits and difficulties of the approach are discussed in the context of research methodologies which emphasise the need to redress the power imbalance inherent in more traditional methods.
Normalisation emancipatory research and inclusive research in learning disability
- Author:
- WALMSLEY Jan
- Journal article citation:
- Disability and Society, 16(2), March 2001, pp.187-205.
- Publisher:
- Taylor and Francis
This article traces the influence of two major sets of ideas: normalisation/srv, and the social model of disability on inclusive research in learning disability. The argument is that normalisation set the agenda for learning disability research for two or more decades. Inclusive researchers continue to apply normalisation thinking to work with people with learning difficulties, particularly in assuming the role of advocate. Latterly, a number of researchers have tried to rise to the challenges posed by emancipatory research, particularly in attempting to find ways to put people with learning difficulties in control. Whilst some ideas from emancipatory research have been applied in learning disability, there are debates in the disability literature that have not been addressed in learning disability research to date. The result is that inclusive research in learning disability is in danger of being marginalised, both in the context of disability studies and in the context of the broad sweep of learning disability research.