Time to listen

Porter, Jill; Aspinall, Ann; Parsons, Sarah; Simmonds, Lisa; Wood, Michelle; Culley, G.E.; Holroyd, Andrew

doi:10.1080/09687590500156386

Cited by 4 publications

(3 citation statements)

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“…One relational aspect of this is the personal friendships that can develop throughout the course of a project. For some participants, this may be as important as (if not more important than) the opportunity to contribute to research‐focused discussions and ideas (Porter, Aspinall, Parsons, Simmonds, Wood, Culley & Holroyd, 2005; Booth & Booth, 1996). In some cases, the end of a project could, therefore, mean the ending of a valued friendship (at least in its current form) and this could be painful and difficult for all involved (Porter, Parsons & Robertson, 2006).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

PARTICIPATION IN RESEARCH: Reference, or advisory, groups involving disabled people: reflections from three contrasting research projects

Lewis¹,

Parsons²,

Robertson³

et al. 2008

British J Special Edu

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Increasingly in recent years, the involvement of disabled people as co-researchers has been regarded as 'good practice'. This has been informed by growing participatory and emancipatory research paradigms as well as user-focused policy imperatives. The benefits of these shifts apply to the research itself (improved definition, direction, applicability and impact), to non-disabled researchers (personal growth and enhanced understanding of the reflexive research process), to people with disabilities involved as researchers or collaborators (personal growth and enhanced opportunities), and (if externally funded) to the funder whose ways of operating are likely to be challenged profoundly. In this paper, Ann Lewis, Sarah Parsons and Christopher Robertson (based at the University of Birmingham), Anthony Feiler, Beth Tarleton and Debby Watson (based at the University of Bristol) and Richard Byers, Jill Davies, Ann Fergusson and Claire Marvin (based at the University of Cambridge) discuss the work of three independent research teams carrying out concurrent projects. The authors share their experiences of trying to take seriously the participation of disabled people in research. All three projects were informed, to a significant degree, by their respective reference groups of disabled people. The work of these groups in each of the three projects is outlined and then discussed in relation to five common themes: formal contracts with members of reference groups; considerations concerning drawing on an established reference group; planning for reference group involvement; style of reference group involvement; and building on good practice.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

PARTICIPATION IN RESEARCH: Reference, or advisory, groups involving disabled people: reflections from three contrasting research projects

Lewis¹,

Parsons²,

Robertson³

et al. 2008

British J Special Edu

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“…This research was guided through the work of an advisory group who provided a sounding board for the development of inclusive practices and helped to ensure that the researchers recognised the rights of individuals taking part in the project. They also played a key role in disseminating the outcomes (Porter, Aspinall, Parsons, Simmonds, Wood, Culley & Holroyd, 2005).…”

Section: Time For Reviewmentioning

confidence: 99%

“…It enabled us to share the research across the organisation and for members of the group to use the article to remind them of the process. The writing of the article, which has since been published, also helped to bring closure to the project (Porter et al, 2005).…”

Section: Tasks Of the Groupmentioning

confidence: 99%

Time for review: supporting the work of an advisory group

Porter

Parsons

Robertson

2006

Research in Spec Educ Needs

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This paper raises methodological issues about the challenges and dilemmas of inclusive research practices reflecting on the work of an advisory group carrying out research on using Information and Communication Technology (ICT) to enhance community participation. The interests of three parties can be identified – the commissioning agent, the researchers and the researched – and these interplayed throughout the course of the research determining the outcomes. Given the relationship between inclusive research and advocacy, there were particular gains in enabling the voice of the advisory group to shape the way in which the research was conducted and to disseminate the findings both within the organisation and beyond. However, the fragility of these new structures required organisational changes for the research to be truly empowering. The experience of the group suggests the need for their involvement at all stages of the research process.

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