Challenging dominant notions of participation and protection through a co-led disabled young researcher study

Geraldine Brady, Anita Franklin

    Research output: Contribution to journalSpecial issue

    Abstract

    In the UK, the Children and Families Act (2014) aims to create one assessment process for children with special educational needs or disability, through Education, Health and Care Plans. It also aims for greater participation from children and young people in decisions about their own lives. Current evidence suggests that children’s needs and desires across education, health and social care are not being fully met, partly because adult agendas drive policy, practice and standards of care. Furthermore, little attention is paid to the way in which disabled children and young people are included either within decisions about their own support or within research processes. This article presents a research process designed to address these issues. In this project six disabled young people co-led research in which, for the first time, disabled young people had the opportunity define a research agenda which spoke to what ‘quality’ might look like in planning for their own future and that of other disabled children and young people. This paper presents findings from this process, addressing important ethical issues relevant for policy, practice and research, identified through this rights-based, collaborative way of working in partnership. Three key issues were identified and are explored here. They include firstly, tensions between young people becoming leaders and dominant ideas about safeguarding and child protection; secondly, being empowered through engagement within the project yet restricted in other areas of personal life and, finally, the emotional impact on new researchers of gathering evidence of a continuing lack of autonomy for disabled children and young people. We argue that challenging dominant notions concerning the participation and protection of disabled children is required in order to ensure they access their right to be decision-makers in their own lives, and to being empowered within research processes.
    Original languageEnglish
    Pages (from-to)(In-Press)
    JournalJournal of Children's Services
    Volume(In-Press)
    Publication statusAccepted/In press - 12 Jul 2019

    Fingerprint

    Disabled Children
    Research Personnel
    participation
    Research
    research process
    Delivery of Health Care
    Education
    Process Assessment (Health Care)
    Standard of Care
    special educational needs
    Ethics
    child protection
    health
    evidence
    decision maker
    education
    autonomy
    disability
    act
    leader

    Cite this

    Challenging dominant notions of participation and protection through a co-led disabled young researcher study. / Brady, Geraldine; Franklin, Anita.

    In: Journal of Children's Services, Vol. (In-Press), 12.07.2019, p. (In-Press).

    Research output: Contribution to journalSpecial issue

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