Citations (58)
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Read on this site (22)
Kaitlin Stober & Edurne García Iriarte. (2023) Intellectual disability, art and identity: a qualitative exploration of the experiences of professional artists with intellectual disabilities. Disability & Society 38:10, pages 1871-1894.
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Damian Haslett, Miro Griffiths & Dave Lupton. (2023) Shifting power relations in disability sport and social activism research: an emancipatory approach. Qualitative Research in Sport, Exercise and Health 0:0, pages 1-18.
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S. Nijs, M. Zijlmans, C. Schuengel & P. J. C. M. Embregts. (2023) Operationalisation of self-determination of persons with profound intellectual and multiple disabilities: A Delphi study. Journal of Intellectual & Developmental Disability 48:3, pages 300-312.
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Rebecca Muir & Mary Coe. (2023) ‘Out of Sight, But Not Out of Mind’: A Collaborative Reflective Case Study on Including Participants with Invisible Disabilities in LIS Research. Journal of the Australian Library and Information Association 72:1, pages 26-45.
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Torsten Hammann, Jakob Valič, Gašper Slapničar & Mitja Luštrek. (2022) The missing piece. Physiological data as a factor for identifying emotions of people with profound intellectual and multiple disabilities. International Journal of Developmental Disabilities 0:0, pages 1-17.
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Gustaaf Bos & Tineke Abma. (2022) Putting down verbal and cognitive weaponry: the need for ‘experimental-relational spaces of encounter’ between people with and without severe intellectual disabilities. Disability & Society 37:10, pages 1703-1727.
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Alex Cockain. (2022) Accounting for an encounter involving a social worker and man with learning disabilities and crafting tools for ethical social work practice. Social Work Education 0:0, pages 1-19.
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Sanna Ryökkynen, Antti Maunu, Raija Pirttimaa & Elina Kontu. (2022) From the shade into the sun: exploring pride and shame in students with special needs in Finnish VET. European Journal of Special Needs Education 37:4, pages 648-662.
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Thomas Andrews, Nick Hodge & Ned Redmore. (2022) The potential of the fractions of lifeworld for inclusive qualitative inquiry in the third space. International Journal of Inclusive Education 26:2, pages 143-159.
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Sara Loftus. (2022) Re-examining ethical challenges of using ethnography to understand decision-making in family caregiving networks of children with feeding tubes. Children's Geographies 0:0, pages 1-13.
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Simon van der Weele & Femmianne Bredewold. (2021) Shadowing as a qualitative research method for intellectual disability research: Opportunities and challenges. Journal of Intellectual & Developmental Disability 46:4, pages 340-350.
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Ingunn Fylkesnes. (2021) Communicative Work: Establishing Communication by Severely Disabled Children in Small Group Homes. Child Care in Practice 27:4, pages 422-438.
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Aarno Kauppila, Sirpa Lappalainen & Reetta Mietola. (2021) Governing citizenship for students with learning disabilities in everyday vocational education and training. Disability & Society 36:7, pages 1148-1168.
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Ingunn Fylkesnes. (2021) Institutional talk and practices: A journey into small group-homes for intellectually disabled children. Disability & Society 36:6, pages 999-1020.
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Femmianne Bredewold. (2021) Struggling with sameness and strangeness: (Non)-encounters between people with and without intellectual disabilities in two Dutch neighbourhoods. Journal of Intellectual & Developmental Disability 46:1, pages 15-25.
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Wayne Veck & Michael Hall. (2020) Inclusive research in education: dialogue, relations and methods. International Journal of Inclusive Education 24:10, pages 1081-1096.
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Paula Jacobs, Kenneth MacMahon & Ethel Quayle. (2020) Who decides? – transitions from school to adult services for and with young people with severe intellectual disabilities. Disability & Society 35:7, pages 1058-1084.
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Betty-Jean M. Dee-Price. (2020) Response to Johnson (2020), A voice for research and a voice for life. Providing participant communication supports. Commentary on Dee-Price (2020). Research and Practice in Intellectual and Developmental Disabilities 7:2, pages 152-153.
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Betty-Jean M. Dee-Price. (2020) Social researchers and participants with intellectual disabilities and complex communication (access) needs. Whose capacity? Whose competence?. Research and Practice in Intellectual and Developmental Disabilities 7:2, pages 132-143.
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Karenne Hills, Jayne Clapton, Pat Dorsett & Kirsty Andersen. (2019) Spirituality in the Context of Nonverbal Autism: A Research Process – Analysis and Findings. Journal of Disability & Religion 23:4, pages 365-386.
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Simo Vehmas. (2019) Persons with profound intellectual disability and their right to sex. Disability & Society 34:4, pages 519-539.
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Michael Richards, Rebecca Lawthom & Katherine Runswick-Cole. (2019) Community-based arts research for people with learning disabilities: challenging misconceptions about learning disabilities. Disability & Society 34:2, pages 204-227.
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Articles from other publishers (36)
Rosie Rushton, Lila Kossyvaki & Emmanouela Terlektsi. (2023) Musical preferences of people with profound intellectual and multiple disabilities: A participatory design with proxies. British Journal of Learning Disabilities 51:4, pages 489-498.
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Meg Clish, Eimear Enright, Leigh Sperka & Sean Tweedy. (2022) Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods. European Physical Education Review 29:3, pages 331-350.
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Valentina Nicolardi, Isabella Fanizza, Giuseppe Accogli, Luigi Macchitella, Sara Scoditti & Antonio Trabacca. (2023) Pain assessment in autism: updating the ethical and methodological challenges through a state-of-the-art review. Neurological Sciences.
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María Gómez‐Carrillo de Castro, Adela Palazuelos, Adrián Corona, Ángela Sánchez, Gema Alises, Marta Sancho, Paola Cauja & Víctor Sanz. (2022) “Please send me the link for tomorrow, María” human‐rights based participatory research with people with learning disabilities via Zoom. British Journal of Learning Disabilities 51:2, pages 260-268.
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Sarah Z Raskoff, Audrey Thurm, Helga O Miguel, Scott Y H Kim & Zenaide M N Quezado. (2023) Pain research and children and adolescents with severe intellectual disability: ethical challenges and imperatives. The Lancet Child & Adolescent Health 7:4, pages 288-296.
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Anita Gjermestad, Synne N Skarsaune & Ruth L Bartlett. (2022) Advancing inclusive research with people with profound and multiple learning disabilities through a sensory-dialogical approach. Journal of Intellectual Disabilities 27:1, pages 40-53.
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Louise Henderson, Heather Bain, Elaine Allan & Catriona Kennedy. (2023) An Exploratory Multi-Case Study of the Health and Wellbeing Needs, Relationships and Experiences of Health and Social Care Service Users and the People who Support them at Home. International Journal of Integrated Care 23:1.
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Synne Nese Skarsaune. (2022) Self‐determination of people with profound intellectual and multiple disabilities. Developmental Medicine & Child Neurology 65:1, pages 16-23.
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Barbara Fontana-Lana, Geneviève Petitpierre, Andreas Uhlig, Hélène Geurts, Marie-Claire Haelewyck & Yves Lachapelle. (2022) Comment bien choisir ses instruments d’évaluation et de formation à l’autodétermination ?. La nouvelle revue - Éducation et société inclusives N° 94:2, pages 61-80.
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K. Julia Barnes. (2021) Enhancing wellbeing and independence for young people with profound and multiple learning difficulties: Lives lived well. AndrewColley, JulieTilbury, SimonYates. Routledge, 2021, ISBN: 978‐0‐367‐56406‐3, £27.99 (paperback/ebook), £120 (hardback). British Journal of Learning Disabilities 50:3, pages 446-447.
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Katie Chadd, Lauren Longhurst, Amit Kulkarni, Jaya Simpson, Emma Pagnamenta, Fiona Brettell, Della Money, Rosie Dowty, Josephine Wallinger, Sai Bangera, Rebecca Palmer & Victoria Joffe. (2022) Research priorities relating to communication and swallowing for people with learning disabilities across the lifespan. Tizard Learning Disability Review 27:2, pages 95-104.
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Catherine de Haas, Joanna Grace, Joanna Hope & Melanie Nind. (2022) Doing Research Inclusively: Understanding What It Means to Do Research with and Alongside People with Profound Intellectual Disabilities. Social Sciences 11:4, pages 159.
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Emma Krisson, Maria Qureshi & Annabel Head. (2021) Adapting photovoice to explore identity expression amongst people with intellectual disabilities who have limited or no verbal communication. British Journal of Learning Disabilities 50:1, pages 41-51.
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Sanna Ryökkynen, Antti Maunu, Raija Pirttimaa & Elina K. Kontu. (2022) Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach. Education Sciences 12:2, pages 66.
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Linliang Qian. (2022) Ethnographic Imagination as an Interpretative Approach to the World of Infants and Children with Developmental Disabilities. International Journal of Qualitative Methods 21, pages 160940692211290.
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Muriel Mac-Seing, Louise Ringuette, Kate Zinszer, Béatrice Godard & Christina Zarowsky. (2021) How to navigate the application of ethics norms in global health research: reflections based on qualitative research conducted with people with disabilities in Uganda. BMC Medical Ethics 22:1.
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Synne Nese Skarsaune, Halvor Hanisch & Anita Gjermestad. (2021) Self-Determination: What can we Learn from Persons with Profound Intellectual and Multiple Disabilities?. Scandinavian Journal of Disability Research 23:1, pages 317-327.
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Lynette Harper, Ann Ooms & Irene Tuffrey Wijne. (2021) The impact of nutrition on sleep in people with an intellectual disability: An integrative literature review. Journal of Applied Research in Intellectual Disabilities 34:6, pages 1393-1407.
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Susan Eriksson & Eero Saukkonen. (2021) Rehabilitation or Leisure? Physical Exercise in the Practice of Physiotherapy with Young Persons with Profound Intellectual and Multiple Disabilities. Scandinavian Journal of Disability Research 23:1, pages 295-304.
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Driss El Kadiri Boutchich. (2021) Impact of ethics on research productivity in higher education. International Journal of Ethics Education 6:2, pages 253-271.
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Paula Jacobs, Ethel Quayle, Heather Wilkinson & Ken MacMahon. (2021) Relationships matter! — Utilising ethics of care to understand transitions in the lives of adults with severe intellectual disabilities. British Journal of Learning Disabilities 49:3, pages 329-340.
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Ned Redmore. (2019) Seen and Heard: Exploring Participation, Engagement and Voice for Children with Disabilities. Children & Society 34:3, pages 234-235.
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