Emergence of participatory methodology in learning difficulty research: understanding the context
The past few years have seen the development of an important debate over methodology in disability research. The rise of emancipatory and participatory methodologies has meant that disabled people are making increasing demands to be included in the research process. The present paper will examine this debate and its implications for learning difficulty research. The article will discuss the reasons why participatory methodology is gaining greater acceptance than emancipatory methodology among learning difficulty researchers by examining the position of participatory research in the methodological traditions of social research into learning difficulty.
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Document Type: Research Article
Affiliations: Senior Lecturer in Social Policy, Department of Human Sciences, Buckinghamshire Chilterns University College, High Wycombe, Buckinghamshire HP11 2JZ, UK
Publication date: March 1, 2000