Collaboration in inclusive research

Competencies considered important for people with and without intellectual disabilities

P.J.C.M. Embregts, E.F. Taminiau-Bloem, G.C.J. Heerkens, A. Schippers, G. van Hove

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Abstract

With inclusive research being an emerging field of interest, there is growing recognition that establishing collaborative relationships between researchers with and without ID entails specific demands. However, since studies on collaboration in inclusive research merely provide individual reports on experiences and challenges in one particular research project, building a shared knowledge base of concrete competencies considered important for those involved merits attention. This study contributes to a shared knowledge base in asking people with and without ID with (experiential) knowledge of inclusive research for competencies they consider important in collaborating in inclusive research in general, that is, without reference to a specific research project they participated in. Researchers with and without ID, coaches, policy makers, and teachers involved in the education of people with ID participated in this study. Data were collected from a focus group, individual interviews, and expert meetings. Qualitative analysis was carried out immediately after each moment of data collection, providing the use of increasing insights in each consecutive phase of data collection. Participants describe that establishing collaborative relationships between researchers with and without ID in inclusive research requires the commitment of both parties. They mentioned concrete competencies they consider important for people with and without ID to collaborate in inclusive research in the categories: building a mutual relationship, communicating, achieving a collaboration in which everyone involved can contribute, being aware of skills and developmental needs, and being aware of impact. Clearly, describing competencies for people with and without ID is not intended to exclude anyone who does not possess these competencies from collaboration in inclusive research. However to avoid “tokenism,” this study might contribute to effective participation of people with ID in inclusive research in providing concrete competencies considered important in collaboration.
Original languageEnglish
Pages (from-to)193-201
JournalJournal of Policy and Practice in Intellectual Disabilities
Volume15
Issue number3
DOIs
Publication statusPublished - 2018

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disability
research project
experiential knowledge
coach
Focus Groups
Administrative Personnel
expert
commitment
participation
Interviews
Education
teacher
interview
education
experience
Group

Keywords

  • CARE
  • COMMUNITY
  • ETHICS
  • EXPERIENCE
  • INVOLVEMENT
  • LEARNING-DISABILITIES
  • SKILLS
  • VIEWS
  • collaboration
  • inclusive research
  • intellectual disabilities
  • participation
  • qualitative research

Cite this

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title = "Collaboration in inclusive research: Competencies considered important for people with and without intellectual disabilities",
abstract = "With inclusive research being an emerging field of interest, there is growing recognition that establishing collaborative relationships between researchers with and without ID entails specific demands. However, since studies on collaboration in inclusive research merely provide individual reports on experiences and challenges in one particular research project, building a shared knowledge base of concrete competencies considered important for those involved merits attention. This study contributes to a shared knowledge base in asking people with and without ID with (experiential) knowledge of inclusive research for competencies they consider important in collaborating in inclusive research in general, that is, without reference to a specific research project they participated in. Researchers with and without ID, coaches, policy makers, and teachers involved in the education of people with ID participated in this study. Data were collected from a focus group, individual interviews, and expert meetings. Qualitative analysis was carried out immediately after each moment of data collection, providing the use of increasing insights in each consecutive phase of data collection. Participants describe that establishing collaborative relationships between researchers with and without ID in inclusive research requires the commitment of both parties. They mentioned concrete competencies they consider important for people with and without ID to collaborate in inclusive research in the categories: building a mutual relationship, communicating, achieving a collaboration in which everyone involved can contribute, being aware of skills and developmental needs, and being aware of impact. Clearly, describing competencies for people with and without ID is not intended to exclude anyone who does not possess these competencies from collaboration in inclusive research. However to avoid “tokenism,” this study might contribute to effective participation of people with ID in inclusive research in providing concrete competencies considered important in collaboration.",
keywords = "CARE, COMMUNITY, ETHICS, EXPERIENCE, INVOLVEMENT, LEARNING-DISABILITIES, SKILLS, VIEWS, collaboration, inclusive research, intellectual disabilities, participation, qualitative research",
author = "P.J.C.M. Embregts and E.F. Taminiau-Bloem and G.C.J. Heerkens and A. Schippers and {van Hove}, G.",
year = "2018",
doi = "10.1111/jppi.12248",
language = "English",
volume = "15",
pages = "193--201",
journal = "Journal of Policy and Practice in Intellectual Disabilities",
issn = "1741-1122",
publisher = "Wiley-Blackwell",
number = "3",

}

Collaboration in inclusive research : Competencies considered important for people with and without intellectual disabilities. / Embregts, P.J.C.M.; Taminiau-Bloem, E.F.; Heerkens, G.C.J.; Schippers, A.; van Hove, G.

In: Journal of Policy and Practice in Intellectual Disabilities, Vol. 15, No. 3, 2018, p. 193-201.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Collaboration in inclusive research

T2 - Competencies considered important for people with and without intellectual disabilities

AU - Embregts, P.J.C.M.

AU - Taminiau-Bloem, E.F.

AU - Heerkens, G.C.J.

AU - Schippers, A.

AU - van Hove, G.

PY - 2018

Y1 - 2018

N2 - With inclusive research being an emerging field of interest, there is growing recognition that establishing collaborative relationships between researchers with and without ID entails specific demands. However, since studies on collaboration in inclusive research merely provide individual reports on experiences and challenges in one particular research project, building a shared knowledge base of concrete competencies considered important for those involved merits attention. This study contributes to a shared knowledge base in asking people with and without ID with (experiential) knowledge of inclusive research for competencies they consider important in collaborating in inclusive research in general, that is, without reference to a specific research project they participated in. Researchers with and without ID, coaches, policy makers, and teachers involved in the education of people with ID participated in this study. Data were collected from a focus group, individual interviews, and expert meetings. Qualitative analysis was carried out immediately after each moment of data collection, providing the use of increasing insights in each consecutive phase of data collection. Participants describe that establishing collaborative relationships between researchers with and without ID in inclusive research requires the commitment of both parties. They mentioned concrete competencies they consider important for people with and without ID to collaborate in inclusive research in the categories: building a mutual relationship, communicating, achieving a collaboration in which everyone involved can contribute, being aware of skills and developmental needs, and being aware of impact. Clearly, describing competencies for people with and without ID is not intended to exclude anyone who does not possess these competencies from collaboration in inclusive research. However to avoid “tokenism,” this study might contribute to effective participation of people with ID in inclusive research in providing concrete competencies considered important in collaboration.

AB - With inclusive research being an emerging field of interest, there is growing recognition that establishing collaborative relationships between researchers with and without ID entails specific demands. However, since studies on collaboration in inclusive research merely provide individual reports on experiences and challenges in one particular research project, building a shared knowledge base of concrete competencies considered important for those involved merits attention. This study contributes to a shared knowledge base in asking people with and without ID with (experiential) knowledge of inclusive research for competencies they consider important in collaborating in inclusive research in general, that is, without reference to a specific research project they participated in. Researchers with and without ID, coaches, policy makers, and teachers involved in the education of people with ID participated in this study. Data were collected from a focus group, individual interviews, and expert meetings. Qualitative analysis was carried out immediately after each moment of data collection, providing the use of increasing insights in each consecutive phase of data collection. Participants describe that establishing collaborative relationships between researchers with and without ID in inclusive research requires the commitment of both parties. They mentioned concrete competencies they consider important for people with and without ID to collaborate in inclusive research in the categories: building a mutual relationship, communicating, achieving a collaboration in which everyone involved can contribute, being aware of skills and developmental needs, and being aware of impact. Clearly, describing competencies for people with and without ID is not intended to exclude anyone who does not possess these competencies from collaboration in inclusive research. However to avoid “tokenism,” this study might contribute to effective participation of people with ID in inclusive research in providing concrete competencies considered important in collaboration.

KW - CARE

KW - COMMUNITY

KW - ETHICS

KW - EXPERIENCE

KW - INVOLVEMENT

KW - LEARNING-DISABILITIES

KW - SKILLS

KW - VIEWS

KW - collaboration

KW - inclusive research

KW - intellectual disabilities

KW - participation

KW - qualitative research

U2 - 10.1111/jppi.12248

DO - 10.1111/jppi.12248

M3 - Article

VL - 15

SP - 193

EP - 201

JO - Journal of Policy and Practice in Intellectual Disabilities

JF - Journal of Policy and Practice in Intellectual Disabilities

SN - 1741-1122

IS - 3

ER -