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.
Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice*
Article first published online: 12 NOV 2004
British Journal of Learning Disabilities
Volume 32, Issue 4, pages 191–197, December 2004
How to Cite
Lewis, A. and Porter, J. (2004), Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice. British Journal of Learning Disabilities, 32: 191–197. doi: 10.1111/j.1468-3156.2004.00313.x
- Issue published online: 12 NOV 2004
- Article first published online: 12 NOV 2004
- learning disabilities;
- participatory research;
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.