A membership categorization analysis of roles, activities and relationships in inclusive research conducted by co‐researchers with intellectual disabilities

Abstract

Background Inclusive research is studied mainly in short‐term collaborations between researchers with and without intellectual disabilities focusing on practicalities. Structural study of long‐term collaborations can provide insight into different roles of inclusive researchers, thereby contributing to a collective approach. Method Interviews with inclusive research team members (n = 3), colleagues (n = 8), and managers (n = 2) and three group discussions within the inclusive research team were held. Data were analysed following membership categorization analysis (MCA) adapted to the needs of the inclusive research team. Results This MCA provides insight into the complexity of inclusive research, reflected in the multitude of identified roles and activities. Analysis indicates that researchers with and without intellectual disabilities complement each other. Conclusions The activities identified in this study provide valuable information for discussing roles and responsibilities from the outset, so that dialogue starts at the core of inclusive research: the process between researchers with and without intellectual disabilities.

The dream school: Mind‐changing perspectives of people with intellectual disabilities

“…The contributions and testimonies of people with intellectual disabilities in this study, as in previous studies (Frankena et al, 2019;Pallisera et al, 2016), are valuable in contributing to the transformation of education. In addition, it provides the educational and scientific community with new proposals to promote inclusive education.…”

“…In addition, it provides the educational and scientific community with new proposals to promote inclusive education. The contributions and testimonies of people with intellectual disabilities in this study, as in previous studies (Frankena et al, 2019;Pallisera et al, 2016), are valuable in contributing to the transformation of education.…”

“…Therefore, it is a research line characterized by the participation, action and emancipation of people with intellectual disabilities (Frankena et al, 2019;Puyalto, Pallisera, Fullana, & Vilà, 2016). Therefore, it is a research line characterized by the participation, action and emancipation of people with intellectual disabilities (Frankena et al, 2019;Puyalto, Pallisera, Fullana, & Vilà, 2016).…”

“…Regarding intellectual disability, several studies support emancipatory approaches that help to describe and interpret the results by including the protagonists in the research process, with the aim of achieving social and educational changes in the most vulnerable sectors. Therefore, it is a research line characterized by the participation, action and emancipation of people with intellectual disabilities (Frankena et al, 2019;Puyalto, Pallisera, Fullana, & Vilà, 2016).…”

Building Relationships in Inclusive Research in Diverse Contexts

“…The five accounts show that building alongsider research relationships is a slow burn, something also commented upon by many practitioners of inclusive research including, most recently, Frankena et al (2019). The personal dimension is central to this slow development.…”