Boxall, K. and Ralph, S. (2011) Research ethics committees and the benefits of involving people with profound and multiple learning disabilities in research. British Journal of Learning Disabilities. 39(3), pp. 173-180. 1354-4187.
- Information
Information
Abstract:
Although there is increasing interest in service user involvement in research, such involvement rarely extends to people with profound and multiple learning disabilities. New developments in visual methodologies offer the potential for people with profound and multiple learning disabilities to be included in research. At the same time, however, tighter regulation of the UK Research Governance Framework and the requirements of the Mental Capacity Act 2005 have increased the complexity of ethical approval processes. In reaching decisions about whether or not to grant approval, ethics committees are obliged to consider the potential harm to research participants and also the potential benefits. This article documents the benefits of involvement for ‘Martha’, who participated in a research project using photographic methods at the hostel where she lived. We hope the article will stimulate debate about ethical approval and the use of creative methodologies in research with people with profound and multiple learning disabilities.
Uncontrolled Keywords:
Profound and multiple learning disabilities, research ethics, research methods, visual methods
Subjects:
B Philosophy. Psychology. Religion > BJ Ethics > BJ1725 Ethics of social groups, classes etc. Professional ethics
H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV1551 People with disabilities
L Education > LB Theory and practice of education > LB1028 Educational research
H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV1551 People with disabilities
L Education > LB Theory and practice of education > LB1028 Educational research
Creators:
Boxall, K. and Ralph, S.
Publisher:
Blackwell Publishing
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
September 2011
Date Type:
Publication
Page Range:
pp. 173-180
Journal or Publication Title:
British Journal of Learning Disabilities
Volume:
39
Number:
3
Language:
English
ISSN:
1354-4187
Status:
Published / Disseminated
 |