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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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Rights Based, Participatory Interviews with Disabled Children and Young People: Practical and Methodological

Patricia McNeilly¹, Geraldine Macdonald², Berni Kelly^3,4

¹School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK.

Comprehensive Child and Adolescent Nursing

|April 15, 2021

Summary

This summary is machine-generated.

Involving disabled children in research requires careful preparation and a sensitive approach. Practical strategies enhance participation and ensure their voices are heard in health and social care studies.

Keywords:

Disabled child creative methods interview involvement research young person

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Area of Science:

Childhood research
Disability studies
Health and social care research

Background:

Increased emphasis on the voice of the child since the UN Convention on the Rights of the Child (1991).
Shift towards involving disabled children directly in research, moving beyond proxy views from adults.
Growing need for understanding practical challenges in child-centered research.

Purpose of the Study:

To critically reflect on successful strategies and challenges in interviewing disabled children and young people.
To identify practical and methodological issues encountered during research.
To provide recommendations for future researchers to improve child participation.

Main Methods:

Drawing on doctoral research and extensive author experience.
Critical reflection on practical and methodological aspects of conducting interviews with disabled children.
Analysis of issues including preparation, interview process, understanding participants, and managing external influences.

Main Results:

Thorough preparation is crucial for effective interviews.
Understanding the unique needs and communication styles of disabled children is essential.
Managing the presence of others (e.g., parents, professionals) requires careful consideration.
Flexibility and an individualized approach are key to successful engagement.

Conclusions:

Meaningful involvement of disabled children in research necessitates attention to practical and methodological details.
Recommendations include making participation enjoyable, employing sensitive and tailored approaches, and conducting multiple visits.
Addressing these factors facilitates genuine participation and ensures the child's voice is central to research findings.