A qualitative enquiry into the process of supporting self-directed researchers with learning difficulties
Year: 2009
Type: dissertation
Abstract: This dissertation is concerned with the under-researched subject of supporting people with learning difficulties to be in control of their own selfadvocacy group while undertaking self-directed research.Guided by the social model of disability and emancipatory disability research principles I supported a group of people with learning difficulties within a selfadvocacy organisation throughout the course of their own self-directed research project.At the same time, drawing upon various sources of data, I reflexively studied and analysed my own support practice, constructing the critical ethnography that is this dissertation.There were two purposes for working in the above way: (a) to provide the most effective support I could for the researchers to gain and maintain control of their research group and (b) to analyse the processes and challenges involved in providing support for selfdirected self-advocacy group members and researchers (in order to develop the literature in this area).Analysis of data revealed the following.Supporting self-directed researchers with learning difficulties requires a broad range of involved, interconnected interpersonal support skills.Working in this way can present supporters with unforeseen time-consuming tasks as well as intellectual and psychological challenges as they respond to the needs and requests of the supported group.Supporting people with learning difficulties to be in control in this way, where the balance of power is actively weighted in their favour, is not only complex it Contents
Author: Vic Forrest
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W310028129