Working with Children with Learning Disabilities and/or who Communicate Non‐verbally: Research Experiences and their Implications for Social Work Education, Increased Participation and Social Inclusion

Abstract

This is an author produced version of the article published. This paper has been peerreviewed but does not include the journal pagination.Link to the online version: http://www.informaworld.com/smpp/content~db=all~content=a909218673~frm=titlelink DOI: 10.1080/02615470802659530 http://eprints.whiterose.ac.uk/11165/ 2 Abstract Social exclusion, although much debated in the UK, frequently focuses on children as a key 'at risk' group. However, some groups, such as disabled children, receive less consideration. Similarly, despite both UK and international policy and guidance encouraging the involvement of disabled children and their right to participate in decision-making arenas, they are frequently denied this right. UK based evidence suggests that disabled children's participation lags behind that of their non-disabled peers, often due to social work practitioners' lack of skills, expertise and knowledge on how to facilitate participation. The exclusion of disabled children from decisionmaking in social care processes echoes their exclusion from participation in society.This paper seeks to begin to address this situation, and to provide some examples of tools that social work educators can introduce into pre-and post-qualifying training programmes, as well as in-service training. The paper draws on the experiences of researchers using non-traditional qualitative research methods, especially non-verbal methods, and describes two research projects; focusing on the methods employed to communicate with and involve disabled children, the barriers encountered and lessons learnt. Some of the ways in which these methods of communication can inform social work education are explored alongside wider issues of how and if increased communication can facilitate greater social inclusion.

‘My brother likes meeting new people, but don't ask him any direct questions’: involving adults with autism plus learning disability in a qualitative research project

“…We considered using Talking Mats (Germain , Murphy & Cameron , Mitchell et al . ) but as we were not seeking opinions to specific questions decided against it.…”

The Principles and Ethics of Including Children with Disability in Child Research

“…Adaptations of data collection tools for children with a range of impairments may include the use of visual images (Gray and Winter, ; Mitchell and others, ; Wickenden and Kembhavi‐Tam, ), including the use of drawing and photographs (Holt, ; Kembhavi and Wirz, ; Nguyen and others, ), or art‐based activities (Stafford, ). Other adaptations include recruiting researchers who are deaf or can sign (Mitchell and others, ), or are experienced in using alternative methods of communication (Brewster, ; Cameron and Murphy, ; Wright, ) and resourcing sign language interpretation when required (Wickenden and Kembhavi‐Tam, ).…”

“…Adaptations of data collection tools for children with a range of impairments may include the use of visual images (Gray and Winter, ; Mitchell and others, ; Wickenden and Kembhavi‐Tam, ), including the use of drawing and photographs (Holt, ; Kembhavi and Wirz, ; Nguyen and others, ), or art‐based activities (Stafford, ). Other adaptations include recruiting researchers who are deaf or can sign (Mitchell and others, ), or are experienced in using alternative methods of communication (Brewster, ; Cameron and Murphy, ; Wright, ) and resourcing sign language interpretation when required (Wickenden and Kembhavi‐Tam, ). Additionally, information can be shared in audio form (Gray and Winter, ), Braille where relevant (Wickenden and Kembhavi‐Tam, ), easy to read statements (Mitchell and others, ; Wickenden and Kembhavi‐Tam, ), via tactile objects (Gray and Winter, ), or engaging with parents, caregivers and interpreters to assist with communication between the child and researcher (Mitchell and others, ; Ware, ).…”

“…In the case of children with disability, it is important to consider multiple ways to listen and interpret across children with diverse impairments. Parents and caregivers may, according to Irwin and Johnson (in Sorin, ), provide additional information to add context or ‘scaffolding’ to children’s stories, or they may assist with communication, acting as an interpreter of the child’s mode of communication (Mitchell and others, ). This differs from the role of ‘proxy’ where an adult is either asked or chooses to give their own view of what they think the child wants or needs (Mitchell and others, ).…”

“…Parents and caregivers may, according to Irwin and Johnson (in Sorin, ), provide additional information to add context or ‘scaffolding’ to children’s stories, or they may assist with communication, acting as an interpreter of the child’s mode of communication (Mitchell and others, ). This differs from the role of ‘proxy’ where an adult is either asked or chooses to give their own view of what they think the child wants or needs (Mitchell and others, ). As a communication partner/interpreter, the other person is someone who knows the child well and/or can accurately interpret his or her communication so that the child can be heard.…”