Interviewing children and young people with learning disabilities * : guidelines for researchers and multi-professional practice

Authors


  • *

    We use the term learning disabilities as it has currency across a range of UK professional and service contexts. In educational terms we have in mind the group of children who might be described as having severe or profound learning difficulties.

Summary

We argue that it is important for researchers and service providers to not only recognize the rights of children and young people with learning disabilities to have a ‘voice’, but also to work actively towards eliciting views from all. A set of guidelines for critical self-evaluation by those engaged in systematically collecting the views of children and young people with learning disabilities is proposed. The guidelines are based on a series of questions concerning: research aims and ethics (encompassing access/gatekeepers; consent/assent; confidentiality/anonymity/secrecy, recognition, feedback and ownership; and social responsibility) sampling, design and communication.

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