Accessible summary We are a group of 17 inclusive researchers. Some have a disability, some work in the university, and some are support workers. In this paper, we interviewed 11 people who wrote inclusive research to find out what they thought. We asked how do you write inclusive research? Then, we asked two more questions: how were people with intellectual disabilities included in writing inclusive research? And, what got in the way of people with intellectual disabilities being included in writing inclusive research? We found that inclusive research is a process of learning together: listening and including people's experience of disability. The main finding was that writing and publishing inclusively in peer‐reviewed literature was hard. Few researchers knew how to write or publish with people with intellectual disabilities. It will need more research to figure out how best to include people with intellectual disabilities in writing up studies. Abstract Background This study aimed to explore how researchers with intellectual disabilities were involved in writing up and publishing inclusive research, particularly in peer‐reviewed journals. It was conducted over a year by members of the Centre for Disability Studies Inclusive Research Network representing 17 co‐researchers (with intellectual disabilities, university and support agency staff) doing research together. Materials and Methods The research focused on facilitators/barriers to inclusive research. The main research question was as follows: “how do you write inclusive research?” As in, what did authors who had written inclusive research articles find helped people with intellectual disabilities get involved in the publication process? Also, what, if anything, got in the way of people with intellectual disabilities being involved? The group interviewed 11 university scholars with varied experience publishing collaboratively with people with intellectual disabilities (one self‐identifying as disabled). Content analysis identified common themes. Results For the participants, inclusive research meant listening to and supporting people with the lived experience of disability. Researchers encountered numerous challenges in publishing, linked to what they perceived as “complex” and “unfair” universities, systems which governed funding. Instead of peer‐reviewed articles, inclusive teams created many other outputs and focused on outcomes. Conclusions The main finding was that writing and publishing inclusive peer‐reviewed literature was prohibitive. It would appear that those working in inclusive research are only at the start of devising ways to include their co‐researchers with intellectual disabilities; it will need more research to articulate common strategies to include teams of people with intellectual disabilities in joint publications.
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