Methodological Issues for Qualitative Research with Learning Disabled Children

Abstract

This paper discusses key methodological issues for qualitative research with learning disabled children, based on the author’s experience of involving learning disabled children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of disabled children as competent research participants. Issues that arose throughout the research process, from the early stages of gaining access to children, to communication challenges for interviewing learning disabled children, and the analysis and dissemination of data, are discussed. Within this context, this paper explores key methodological issues for researchers with regard to interviewing learning disabled children and actively involving them in qualitative research.

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Notes on contributors

Berni Kelly

Dr Kelly is a qualified social worker and has previously worked as a researcher at the University of Ulster and the National Children’s Bureau based in Northern Ireland. She is currently employed at the Donald Beasley Institute in New Zealand conducting research on the impact of school experiences on disabled children’s developing identity and the delivery of needs assessment and service coordination for disabled children and young people.