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WeCan2: exploring the implications of young people with learning disabilities engaging in their own research

Kellett, Mary (2010). WeCan2: exploring the implications of young people with learning disabilities engaging in their own research. European Journal of Special Needs Education, 25(1) pp. 31–44.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/08856250903450822
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Abstract

The concept of children and young people as researchers has started to gather momentum in response to changing perspectives on their status in society, recognition of their role as consumers and increased attention to children and young people's rights. There are early signs of a growing body of research studies undertaken by children and young people themselves. To date, this has included very little by young people with learning disabilities.1 Concepts of young people's participation and voice are thrown into sharper contrast for groups who sit on the margins of society. This paper reports research undertaken by a group of young people with learning disabilities exploring their experiences of youth democracy and meaningful participation in decision-making forums. The paper draws on theoretical frameworks of participation and voice; however, its primary focus is to celebrate and value research undertaken by these marginalised young people.

Item Type: Journal Article
Copyright Holders: 2010 Taylor & Francis
ISSN: 1469-591X
Extra Information: Artcle by Mary Kellett, with original research contributions by young people with a learning disability: Allan Aoslin, Ross Baines, Alice Clancy, Lizzie Jewiss-Hayden, Ryan Singh and Josh Strudgwick
Keywords: young researchers; learning disability; youth democracy; participation; voice
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 21494
Depositing User: Mary Kellett
Date Deposited: 02 Jun 2010 14:15
Last Modified: 25 Oct 2012 09:14
URI: http://oro.open.ac.uk/id/eprint/21494
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