Eliciting disabled children's voices in research - methodological and practical considerations

Background: Although children’s perspectives are increasingly included in research, these ideas have mainly applied to typical children. Disabled children are much less commonly involved in research, perhaps because of... [ view full abstract ]

Background:
Although children’s perspectives are increasingly included in research, these ideas have mainly applied to typical children. Disabled children are much less commonly involved in research, perhaps because of perceived difficulties with access and negative assumptions about their competence. Their views seem to be undermined by questions about their competence and ability to have clear opinions. The act of conducting research with children presents various ethical and practical dilemmas and in spite of intentions of listening to children’s voices, research is inevitably driven by adult research agendas, time frames, priorities, and theoretical principles. Interpretation of data is not a neutral process either. In this presentation various methodological and practical considerations of conducting research with disabled children will be in focus.

Application to Practice:
In spite of some increases in research with disabled children, there are indications that this may not be applied to the same extent in actual practice. Thus, although the children may be consulted about issues regarding their schools and therapy services, they may not, in reality, be heard. Involving disabled children in research can be empowering in itself and promote positive changes, such as when they experience that their views and opinions are respected and valued, knowing that they can make a difference and that their efforts may even help other disabled children. Additionally, if we seek out and listen to the diverse voices of disabled children, we will be more likely to treat them as equals, attend to their needs, and promote their rights.