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Peer reviewed
Direct linkNicola Grove; Simon Richards; Simon Rice; Claudia Magwood; Bryan Collis; Steffen Martick; Saskia Schuppener; Gertraud Kremsner; Elizabeth Tilley; Jan Walmsley – British Journal of Learning Disabilities, 2024
Background: Inclusive research has sidelined discussion of theoretical issues with researchers with intellectual/learning disabilities. This is a situation which the Big Ideas initiative sought to change. Between 2021 and 2023, the Open University, Leipzig University and the University of Koblenz organised nine workshops to explore influential…
Descriptors: Electronic Learning, Workshops, Inclusion, Learning Disabilities
Gary A. Troia; Lauren Hennenfent; Mei Shen – Topics in Language Disorders, 2023
We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses to map the available research describing verbal pragmatic skills development and problems in school-age children with primary language impairments and children with language-learning disabilities. A total of 112 reports met inclusion…
Descriptors: Language Impairments, Language Skills, Verbal Communication, Pragmatics
Angela Henderson; John Cassidy; Abigail Croydon; Melanie Nind – British Journal of Learning Disabilities, 2024
Background: Inclusive research is widely accepted as an essential part of the process to democratise knowledge creation and dissemination. However, while peer review is an important part of academic publishing, the potential to include people with learning disabilities in this element of the research process has not previously been explored using…
Descriptors: Learning Disabilities, Adults, Peer Evaluation, Inclusion
Mary Bottomley; Jodie Bradley; Lisa Clark; Bryan Collis; Bojana Daw Srdanovic; Victoria Farnsworth; Annie Ferguson; Dan Goodley; Andrew Fox; Nikita K. Hayden; Charlotte Lawthom; Rebecca Lawthom; Claudia Magwood; Robert McLean; Ian Middleton; Alison Owen; Matty Prothero; Simon Rice; Simon Richards; Katherine Runswick-Cole; Kelly Scargill; Rohit Shankar; Toni Ann Wood – British Journal of Learning Disabilities, 2024
Background: We are a research team of clinical, academic and advocacy-based researchers with and without learning disabilities, working on the "Humanising Healthcare" (for people with learning disabilities) project. The project is dedicated to finding and sharing healthcare practices that enhance the lives of people with learning…
Descriptors: Ethics, Learning Disabilities, Guidelines, Researchers
Matthew Reason; Kelsie Acton; Daniel Foulds – British Journal of Learning Disabilities, 2024
Background: "I'm Me" is a creative research project co-created between York St John University and Mind the Gap, investigating learning disabled and autistic artists' understandings of identity, representation and voice. Methods: In this paper, we use Walmsley and Johnson's criteria for inclusive research to reflect on the involvement of…
Descriptors: Artists, Partnerships in Education, Learning Disabilities, Autism Spectrum Disorders
Stedman, Molly – Research in Drama Education, 2019
Those who champion Inclusive Research techniques have often viewed the role of the 'sympathetic researcher' in studies that engage people with learning disabilities with suspicion. I argue that the rejection of this role is based on a simplistic view of empowerment, and risks reinforcing power hierarchies between researcher and subject. This…
Descriptors: Learning Disabilities, Inclusion, Researchers, Empowerment
Ryan, Sara; Mikulak, Magdalena; Hatton, Chris – International Journal of Social Research Methodology, 2023
UK government responses to COVID-19 have intensified experiences of uncertainty for people with learning disabilities. The pandemic has eroded the support people receive, previously weakened by austerity measures. In research, COVID-19 related uncertainty has led to some reworking of methods and intensive contingency planning. This was to fulfil…
Descriptors: Foreign Countries, COVID-19, Pandemics, Learning Disabilities
DeFouw, Emily R.; Codding, Robin S.; Collier-Meek, Melissa A.; Gould, Kaitlin M. – Remedial and Special Education, 2019
To prevent academic failure and promote long-term success, response-to-intervention (RtI) is designed to systematically increase the intensity of delivering research-based interventions. Interventions within an RtI framework must not only be effective but also be implemented with treatment fidelity and delivered with the appropriate level of…
Descriptors: Outcomes of Treatment, Fidelity, Intervention, Research
Cluley, Victoria – British Journal of Learning Disabilities, 2017
Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of…
Descriptors: Photography, Social Action, Learning Disabilities, Multiple Disabilities
Crook, Bradley; Tomlins, Rose; Bancroft, Ann; Ogi, Laura – British Journal of Learning Disabilities, 2016
The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning…
Descriptors: Questionnaires, Learning Disabilities, Barriers, Focus Groups
Johnson, Evelyn S.; Webb, M. Brady – International Journal for Research in Learning Disabilities, 2017
Estimates of the global prevalence of learning disabilities (LD) range from 5-17%. A host of negative outcomes have been associated with LD, particularly for people of low socioeconomic status within developed nations and for people in developing nations. The goal of this study was to identify global research priorities that address the persistent…
Descriptors: Learning Disabilities, Global Approach, Socioeconomic Status, Research
Grapin, Sally L. – School Psychology Forum, 2018
Since their emergence in public schools, specific learning disability (SLD) identification practices have been controversial in both research and practice. The purpose of this special issue is to present contemporary research on various models of SLD identification as well as issues associated with their implementation. Each of the articles in…
Descriptors: Learning Disabilities, Disability Identification, Public Schools, Research
Bal, Aydin; Trainor, Audrey A. – Review of Educational Research, 2016
Neither legislative demand for evidence-based practices nor a focus on experimental designs for educational interventions has ameliorated the disparate educational opportunities and outcomes for youth from nondominant cultural and linguistic backgrounds. Recent initiatives to increase the rigor of intervention research in special education have…
Descriptors: Special Education, Models, Intervention, Evidence Based Practice
Stone, C. Addison – Learning Disability Quarterly, 2011
In his contribution to this special issue of this journal, Scot Danforth uses the lens of history to challenge contemporary scholars in the field of learning disabilities (LD) to think critically about their implicit epistemology and methods of inquiry. Using the specific case of Hammill and colleagues' critical reviews of the process training…
Descriptors: Learning Disabilities, Epistemology, Research, Scholarship
Rojas, Susana; Sanahuja, Josep Ma – British Journal of Learning Disabilities, 2012
Our work, based on two pieces of research, aims to show how we try to get the voice of persons with learning disabilities. In both pieces of work, the second of which is still under progress, we have used video as the means by which we can collect and show what people are saying in the context and situation in which they find themselves. As we…
Descriptors: Video Technology, Learning Disabilities, Research, Listening
