A problem with inclusion in learning disability research.

People with severe learning disability are particularly difficult to include in the research process. As a result, researchers may be tempted to focus on those with learning disability who can be included. The problem is exacerbated in this field as the political agenda of inclusion and involvement is driven by those people with learning disability who are the higher functioning. To overcome this we should first detach the notion of consent from ideas about autonomy and think instead of it as a way to avoid wronging others; this fits the original historical use of consent in research. This allows us to think in terms of including participants to the best of their abilities rather than in terms of a threshold of autonomy. Researchers could then use imaginative ways to include the least able and to ensure they are not wronged in research or by exclusion from it

Translating Learners, Researchers, and Qualitative Approaches through Investigations of Students’ Experiences in School

This article uses the conceptual framework offered by ‘translation’ to argue for transforming students into authorities and agents in research on educational practice. Drawing on various definitions of translation and highlighting the influence of recent feminist perspectives on translation studies, the article presents two cases that illustrate how learners can be translated into co-researchers of educational experiences, researchers translated into partners with students in making meaning through the research process, and qualitative research’s approaches and modes of presenting findings translated into new versions of those processes and products

The value of an allotment group for refugees

Introduction: Refugees experience a number of difficulties when settling in the United Kingdom and may be faced with occupational injustice due to their restricted occupational engagement. This study explores the value of an allotment group for refugees of working age, aiming to explore the role of horticulture and the social environment on health, wellbeing and social inclusion. Method: This was an exploratory study using qualitative methodology based on ethnographic principles. Data collection included observation of the group, semi-structured interviews with five participants, with four of these participants also taking part in photo-elicitation interviews. Data analysis involved using a 'framework' approach to produce three themes and associated sub-themes. Findings: Analysis identified firstly gardening as a meaningful activity; secondly, the importance of the social environment and, lastly, the value of occupational engagement for refugees. Further theoretical analysis led to the conclusion that these themes linked to the dimensions of occupation: doing, being, belonging and becoming. Conclusion: The findings identify how occupational engagement can have a positive impact on the health and wellbeing of refugees, specifically with the use of social and therapeutic horticulture