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.
Children with Disabilities, Participatory Research, Qualitative Research, Narrative Research, Voice, Co-Researchers
I thank the centre’s director and program instructor, as well as participants’ families for warmly embracing the research. Also, many thanks to Dr. Diane Gérin-Lajoie for her counsel. With sincere appreciation I thank all the children who participated in this study, serving as brilliant co-researchers. This research project received support through an Ontario Graduate Scholarship (Government of Ontario) and the Social Sciences and Humanities Research Council of Canada (Doctoral Fellowship).
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Recommended APA Citation
Ajodhia-Andrews, A. (2016). Reflexively Conducting Research with Ethnically Diverse Children with Disabilities. The Qualitative Report, 21(2), 252-287. Retrieved from https://nsuworks.nova.edu/tqr/vol21/iss2/6