Creative interactions with data: using visual and metaphorical devices in repeated focus groups

This article presents some of the emergent methods developed to fit a study of quality in inclusive research with people with learning disabilities. It addresses (i) the ways in which the methodology was a response to the need for constructive, transformative dialogue through useof repeated focus groups in a design interspersing dialogic and reflective spaces; and (ii) how stimulus materials for the focus groups involved imaginative and creative interactions with data. Particular innovations in the blending of narrative and thematic analyses and data generation and analysis processes are explored, specifically the creative use of metaphor as stimulus and the playful adaptation of I-poems from the Listening Guide approach as writing and performance. In reflecting on these methodological turns we also reflect on creativity as an interpretive lens. The paper is an invitation for further methodological dialogue and development

Building an inclusive research community: the challenges and benefits

A report of some key messages from the study Quality & Capactiy in Inclusive Research with People with Learning Disabilities study for an audience of practitioners in the adult learning disability fiel

Enabling findings: Making research findings acessible by using literary structure [ethnographic fiction]

Taking into account the historical understanding that disabled people as individuals and organisations have been excluded from participation and from decision-making in matters that concerns them, issues of voice in research implies empowerment. However, this is not meant to be a gift from those who have power to the ones who do not have such a power, but “it is about people empowering themselves” (Barton, 2007, p.32), it is also about recognising that “it is the oppressed that better knows about oppression, it is in their experience of oppression that resides the knowledge about it” (Freire, 1970, p.27). In this paper I will outline the narrative research I am conducting involving participants with/without learning difficulties, the role of auto/biography and the use of ethnographic fiction as a means of giving voice to the voiceless

Book review. Researching life stories: method, theory and analyses in a biographical age

Book revie

Why I am doing this in this way: a reflective narrative

According to Clough (2002, p.8) “narrative is useful only to the extent that it opens up (to its audience) a deeper view of life in familiar contexts: it can make the familiar strange, and the strange familiar”, and this potential to deepen the view of life is one of the characteristics that makes narrative a unique means of making sense of lived life. In this vein, this paper consists of a reflective narrative account of my experience as a research student on the field of inclusive education focused on learning difficulties. The first part of the paper explores the significance of learning difficulties in my personal journey and in my research trajectory and its impact on my choices. In addition I explain the basis of the main question that trigged my curiosity in understanding the effects of inclusive education in the learners’ perceptions of themselves and the others, which was ‘how inclusion could benefit the non-disabled (so-called normal) peers’. In the second part of the paper I discuss how this concern still underpins my research aims and questions, and how it affects my methodological choice of life story and narrative inquiry with a focus in the language in use, particularly the use of metaphors

From teacher to lover: sex scandals in the classroom

Book revie

The exceptional experience of difference

My close relationship with my brother provided me with a strong sense of the struggles of (him) being disabled, in contrast with (me) being so-called "normal".I also present my views on the debate concerning the two major competing models of disability in contrast with my perception of the role of the notions of what being "normal" means, and how these notions affect disabled people. The paper consists of a narrative account in the form of an autobiographical and eye-witnessing analysis supported by some 'visuals' together with a brief discussion on the literature review I am currently carrying out. In this paper I present the development of my perceptions about learning difficulties throughout the course of my life, from my personal experiences as a child – as a sort of 'intuitive advocate' of my brother – to my experience as a research student. <br/

Doing research inclusively, doing research well?

This report is a story of our research for anyone interested. The idea was to bring together people doing inclusive research to share and develop their learning. We wanted to work together on a better understanding of what it means to work together on research and to do it well. Our method was talking together in focus groups. We made audio recordings and transcriptions and looked for important themes. We found out:o About how people research together - approaches can be planned or responsive; they can stress giving support, negotiating practices, or trusting each other. o Inclusive research is particularly good at developing knowledge about people’s lives.o There are many different ways of doing research inclusively. o Being involved in inclusive research leads to new friendships and networks, new skills and experiences, and feeling confident and valued.o When people with learning disabilities are involved in research the questions can be more relevant, the methods more accessible, and the findings more rich. There is potential for social inclusion and social change.o There are barriers that still need to be addressed for inclusive research to have a good future. o Research is seen as good in terms of inclusion and good in terms of generating knowledge when it: addresses questions that require an inclusive approach; answers questions in the best way; makes use of insider knowledge of what it is like to live with learning disabilities or a label of learning disabilities; is genuine and meaningful; has impact on the lives of people with learning disabilities. We conclude that we are still learning about inclusive research. Everyone wants it to do a lot for the people involved. It is important that we keep exploring and talking about how we go about doing research inclusively and doing it well.?<br/

Doing research inclusively: bridges to multiple possibilities in inclusive research

This paper reports on a study of how people do research that matters to people with learning disabilities and that involves them and their views and experiences. The study was an attempt to bring together people doing inclusive research so that, collectively, we could take stock of our practices. This would add to the individual reports and reflections on approaches that are already available. In particular we wanted to explore what quality means in inclusive research and how we might best achieve this. We used focus groups to share and generate knowledge and we recorded, transcribed and analysed the dialogue, looking for themes and answers to core questions. We found that there are many different ways of doing research inclusively and we propose a model to describe this. Reflecting on the findings we argue that is important to keep a flexible vision of inclusive research and to keep learning and talking together