Developing a training course to teach research skills to people with learning disabilities: “It gives us a voice. We CAN be researchers!”

Abstract

Accessible Summary We are eight people with learning disabilities. We did a training course at a university in London. It was called “Learning how to do research.” We learned about the 10 steps in research, and we practised how to do research. Part of the course was doing our own research project. Then, we presented it to an audience. In this article, our tutors describe the course. We say what it was like for us. Most of us were nervous about doing the course, but we learnt a lot from it. There are not many opportunities for people with learning disabilities to learn about research. We think more people with learning disabilities should have the chance to do it. We hope this article helps other teachers to start a research course. We can be researchers! Being involved in research gives us a voice. Abstract Background Within learning disability research, it is important to involve people with learning disabilities at all stages, but there are limited opportunities for them to learn about the research process or to gain research skills. Method An eight‐session research training course for people with learning disabilities was developed and piloted at a university in London. The focus was on understanding the research process and gaining practical skills in collecting, analysing and presenting research data. Training methods were experimental, with an emphasis on learning by experience in a “fun” way. Results Ten people with learning disabilities completed the course, showing great enthusiasm and commitment. During the final sessions, students developed and conducted their own research projects, choosing “Employment” as their research topic. The training methods were well received. Benefits included an increase in confidence and new work opportunities for several of the students. This paper was co‐authored by the tutors and most of the course graduates. Conclusion It is possible for people with learning disabilities to become skilled researchers, but in order to do so, it is important that they have adequate training opportunities. Funding should be made available for more such courses.

Expanding capacity in mental health research in intellectual disabilities

“…A primary area for mitigation lies in health and social care professionals’ and people with intellectual disabilities’ conviction of the importance of research and its wider contribution to lives and well-being. A recent course 13 devised to train people with intellectual disabilities in research methods suggests that learning about conducting research and driving the research process is feasible. Such courses could increase the number of suitably trained people with intellectual disabilities who could be recruited to work as researchers in various projects.…”

‘'Ethno…graphy?!? I can't even say it”: Co‐designing training for ethnographic research for people with learning disabilities and carers

“…Whilst most academic researchers learn how to conduct research through formal training, co‐researchers are typically expected to learn on the job. There remains little knowledge or practical advice for how to support people to do the job of co‐researchers (Tuffrey‐Wijne et al, 2020). There is also debate around the role of formal research training which might “train away the difference” that is being brought to the research project (Nind et al, 2016).…”

“…However, whilst people with learning disabilities are involved more often as co‐researchers (Herron et al, 2015; Nind & Vinha, 2014; O'Brien et al, 2014), there remains little knowledge or practical guidance for how to support people to develop skills to do the job (Tuffrey‐Wijne et al, 2020). The small amount of training that has been done is designed by academic researchers, teaching what they think people should know, rather than actively co‐designed with people themselves.…”

“…This should be enough to legitimate participatory approaches, as Williams et al (2020, p. 4) point out: “a democratic rationale does not require a sound evidence‐base to justify the normative desirability of co‐production.” In addition, co‐research produces richer results as it is more relevant to the people the research is about. The quality of data is improved because co‐researchers can act “as catalysts and role models when interviewing people with learning disabilities or facilitating focus groups of people with learning disabilities” (Butler et al, 2012; Tuffrey‐Wijne et al, 2020, p. 302). Involving people with learning disabilities as co‐researchers can also benefit people's personal growth by boosting their confidence (Tuffrey‐Wijne et al, 2020).…”

“…The quality of data is improved because co‐researchers can act “as catalysts and role models when interviewing people with learning disabilities or facilitating focus groups of people with learning disabilities” (Butler et al, 2012; Tuffrey‐Wijne et al, 2020, p. 302). Involving people with learning disabilities as co‐researchers can also benefit people's personal growth by boosting their confidence (Tuffrey‐Wijne et al, 2020). We expand this point and argue that overcoming the confidence gap is also key to successful co‐research.…”