The “new sociology of childhood” emphasizes listening to the voices of children when conducting research about their lives. In keeping with this framework, the following case study highlights the use of inclusive strategies and the importance of the researcher's orientation in exploring the perspectives of a child who does not use speech to communicate. To gather this child's perspectives about his school life, methodological tools such as a Talking Mat and Story Board Game were used. Approximately 62 picture symbols were created, and responses were documented via digital photographs and observational field notes. Findings from the Talking Mat demonstrate two themes: (a) mixed feelings and emotions regarding school life and (b) interactive social activities. Findings from the Story Board Game support the child's responses in the Talking Mat. This study demonstrates that the child is a capable and competent participant who maintains diverse perspectives pertaining to his life at school.
This reflexive paper explores the process of engaging ethnically diverse children with disabilities within participatory and narrative research concerning their school life via a multi-method qualitative approach. It contemplates the use of participatory research methods, involving children with disabilities as co-researchers, establishing relaxed research environments, and maintaining qualitative rigour while supporting children’s voice and agency. This paper addresses possibilities of qualitative research to access and amplify voices and differing social experiences of children with disabilities, whilst underscoring their capacity and right to contribute to research regarding their lives. The author advocates re-envisioning ways to conduct ethical research with children with disabilities.
his study examines inclusive education within Guyana for children with special needs (0-8 years), from the perspectives of policy makers, teachers and parents of children with special needs (N=22). The study is framed within a constructivist perspective, and uses a grounded theory design and analysis. Findings indicate four factors which are potential barriers to implementing inclusive education in Guyana: attitudes / perceptions toward those with special needs, change agents, resources and experiences with children with special needs. This study describes the interrelating relationsips among the core phenomenon (i.e. attitudes towards those with special needs), and other conditions (i.e., change agents, resources and experiences with children with special needs). The interrelationship between these factors stimulates strategies or actions. These lead to consequences which prevent sustainable and successful inclusive education within Guyana. There is a discussion of recommendations and conclusions which may assist in supporting inclusive education within Guyana.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.