Ethics in quasi‐experimental research on people with severe learning disabilities: dilemmas and compromises

Mary Kellett · Melanie Nind

47 citations0/0 files storedBritish Journal of Learning Disabilities

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Disability Rights and Representation Ethics in Clinical Research Qualitative Research Methods and Ethics

Abstract

Summary The present paper follows up the theme of research ethics that has been discussed in the British Journal of Learning Disabilities in recent years. We join the debate in the capacity of people involved in doing research on, rather than with, people with learning disabilities. We focus on our own quasi‐experimental study evaluating the Intensive Interaction approach for pupils who are preverbal. We question our own practice, and illustrate some of the dilemmas which we have faced in our research and some of the compromises which we have reached.

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1992Changing the Social Relations of Research Production?2000The Researched Opinions on Research: Disabled people and disability research 1998Some Ethical and Methodological Issues in Research with People with Learning Difficulties 1992Personal and Political: A Feminist Perspective on Researching Physical Disability 1996Rules of Engagement: Doing disability research 1999Participation in Research by People with Learning Disability: Origins and Issues 1981Applying educational research : a practical guide for teachers 2000Working with the Experts: Collaborative research with people with an intellectual disability

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2004Interviewing children and young people with learning disabilities*: guidelines for researchers and multi‐professional practice 2017Ethics, Epistemologies, and Inclusive Pedagogy 2011Evaluating the Quality of the Interaction Between Persons with Profound Intellectual and Multiple Disabilities and Direct Support Staff: A Preliminary Application of Three Observation Scales from Parent-Infant Research 2009How rapidly does Intensive Interaction promote social engagement for adults with profound learning disabilities?

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