Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 7 of 7
A day in the life ...a worm's eye view of doing research in a school with young people with learning difficulties
- Author:
- FLITTON Beverley
- Journal article citation:
- Counselling and Psychotherapy Research, 5(2), June 2005, pp.138-139.
- Publisher:
- Wiley
Learning to interview people with a learning disability
- Author:
- BAXTER Vanessa
- Journal article citation:
- Research Policy and Planning, 23(3), 2005, pp.175-180.
- Publisher:
- Social Services Research Group
The author shares her learning experience on interviewing people with a learning disability for a research project, and offers advice to other researchers new to the field.
Emancipatory research methodology and disability: a critique
- Authors:
- DANIELLI Ardha, WOODHAMS CAROL
- Journal article citation:
- International Journal of Social Research Methodology, 8(4), October 2005, pp.281-296.
- Publisher:
- Taylor and Francis
This paper questions the prescription of emancipatory participatory research for studying disability espoused by some disability researchers and activists. It argues that the advocacy of participatory and emancipatory research can be criticised on several grounds including problems of internal inconsistency and contradiction, an overly selective use of the works of feminist researchers and that research using such an approach could constitute an exercise of power that potentially marginalises some voices and potentially oppresses some disabled people and researchers. Ultimately, it is suggested, the emancipatory paradigm may serve to undermine the generation of knowledge that can be used by disabled people for self-emancipation. The paper concludes that rather than prescribe emancipatory research as the only legitimate methodology for disability research, disability writers should, as feminists have in researching gender, adopt a more pluralist and eclectic approach to theorising and researching disability.
An investigation of students' with mild learning disabilities reactions to participating in sexuality research
- Authors:
- THOMAS Gail, KROESE Biza Stenfert
- Journal article citation:
- British Journal of Learning Disabilities, 33(3), September 2005, pp.113-119.
- Publisher:
- Wiley
This study investigates 35 students' with mild learning disabilities reactions to participating in a research project exploring their sexual knowledge, attitudes and behaviour. Students completed an informed consent procedure prior to their participation in the sexuality research and all were interviewed using a confidential interview procedure. During the research interviews, each student's reaction to participation was observed and recorded by their interviewer. Following the interviews, each student's reaction to participation was observed and recorded by their college tutor. Researchers observed that although some students were embarrassed discussing certain sexual topics, none chose to stop their interviews when invited. Ten students requested additional information from their interviewers about the issues discussed. Tutors reported that no students appeared anxious or distressed following their interviews and that no inappropriate sexualized behaviour, or talk, were observed. Tutors also reported that several students appeared to have been positively affected by their participation. No tutors expressed concern about their students participating in similar research in the future. It is concluded that a number of methodological and participant factors may have accounted for the positive outcomes reported. The implications of these findings and recommendations for future research are discussed.
Co-researching with adults with learning disabilities roles, resonsibilities and boundaries
- Author:
- REDMOND Mark
- Journal article citation:
- Qualitative Social Work, 4(1), March 2005, pp.75-86.
- Publisher:
- Sage
Traditional social research rarely considers ‘research as it is experienced'. Instead, it promotes a detached, objective stance, where sanitized accounts hide the issues and dilemmas researchers encounter. Yet the researcher is a central player in the research exercise, and ‘cannot be left behind... from discussions and written accounts’. This article explores the journey and the dilemmas the author has experienced whilst coordinating a participatory research programme with adults with learning disabilities. It considers the roles he has assumed, and explores his relationship with those with whom he is working. As one member of a research team, the author found himself introduced to issues related to the everyday lives of the co-researchers, and which appeared to have little to do with the wider project. Yet these symbolized the need for independence and autonomy, issues implicit in the wider project. As such, this article traces a journey from a position of objective detachment to one which requires the clearer articulation of values and principles, and which ultimately demands alignment.
Researching learning difficulties: a guide for practitioners
- Authors:
- PORTER Jill, LACEY Penny
- Publisher:
- Paul Chapman
- Publication year:
- 2005
- Pagination:
- 189p.,bibliog.
- Place of publication:
- London
This book is for researchers, teachers and other professionals working with children and people with learning difficulties. It will enable them to: access research in learning difficulties, drawing on other disciplines; understand different types of research methodology and their strengths and limitations; examine how researchers must consider the constraints on methodology because of the characteristics of the field; and understand the particular issues of small-scale research and participatory research; and explore new methodologies that are developing in the field. The authors recognize that there are tensions, especially the difficulty of validating research on small varied populations in a wide range of schools, community and other settings . The book will also help readers to critically evaluate the implications of research reports for their own practice.
Changes and choices: finding out what information young people with learning disabilities, their parents and supporters need at transition
- Authors:
- TARLETON Beth, WARD Linda
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.70-76.
- Publisher:
- Wiley
This article provides an overview of the methods and findings of a project, commissioned by the Social Care Institute for Excellence (SCIE), to explore the information needs of young people with learning disabilities, their families and supporters at transition. It describes how a group of young people with learning disabilities were trained in research methods and undertook four focus groups with other young people with learning disabilities in England and Wales. The different kinds of information required are summarized: getting a job, going to college and about the transition process generally, however with different emphaises from each group.