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Bad, mad and sad : developing a methodology of inclusion and a pedagogy for researching students with intellectual disabilities

Snelgrove, Sue 2005, Bad, mad and sad : developing a methodology of inclusion and a pedagogy for researching students with intellectual disabilities, International journal of inclusive education, vol. 9, no. 3, pp. 313-329, doi: 10.1080/13603110500082236.

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Title Bad, mad and sad : developing a methodology of inclusion and a pedagogy for researching students with intellectual disabilities
Author(s) Snelgrove, Sue
Journal name International journal of inclusive education
Volume number 9
Issue number 3
Start page 313
End page 329
Publisher Taylor & Francis
Place of publication Abingdon, England
Publication date 2005-07
ISSN 1360-3116
1464-5173
Keyword(s) inclusion and special educational needs
Summary A critical question for me as a teacher/researcher in the field of inclusive education is how to reposition children with moderate and severe intellectual disabilities as participants rather than subjects in the debate. In this paper, I develop a methodology of inclusion that comprises an ethics of consent and a pedagogy for research participation that is an opportunity not only to teach, but also to create a new discursive space for six children to speak. The discussion explores a range of methodological and interpretive strategies for including children with significant intellectual disabilities in research: issues of informed consent, the negotiation of power relations and the ways in which this innovative pedagogy can be empowering beyond the research situation. The use of this methodology has provocative implications concerning what might be learned about forging a link between the struggle for change and educational policy/practice if other researchers worked towards creating spaces for these most marginalized children to speak.
Language eng
DOI 10.1080/13603110500082236
Field of Research 160809 Sociology of Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002924

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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