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

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 (4). pp. 191-197. ISSN 1354-4187

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To link to this item DOI: 10.1111/j.1468-3156.2004.00313.x

Abstract/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

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:47279
Publisher:Wiley

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