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Tailoring data collection collection, we most often also want to talk with people, to check out what we have observed and to find out what the activity we have observed means to those involved. Undertaking qualitative research with people with an intellectual disability thus requires at least three things. First, that we value the experiences of those who are not as articulate or verbal as we are; second, that we accept their experience of themselves and their world as valid—and not as either inferior or a threat to our own way of being in the world; and finally, that we find ways to elicit their experience, for their voices to be heard. This section offers some suggestions for ways of communicating verbally with people with an intellectual disability, in the research context. We acknowledge that this field is still evolving and that there is developing knowledge and experience with research participants who have nonverbal means of communication. Understanding participants and their context In any research with people with an intellectual disability, Biklen and Moseley (1988) recommend an initial period of observation prior to interviewing. This will assist the researcher’s understanding of the research participants and their situation, provide a safeguard against making incorrect assumptions about the level of communication that is or is not possible and may also assist participants to become familiar with the researcher’s presence. Where possible, observation should take place in a variety of settings, both formal and informal. Official records and accounts from significant others of the person’s life history and preferences can also be used as supplementary sources of information (Biklen & Moseley, 1988). Interviewing Interviews are best conducted in a familiar environment, preferably of the participant’s choosing and at a pace suitable to them. A series of brief meetings may be more effective than relying on one formal interview (Booth & Booth, 1994a, 1994b; Biklen & Moseley, 1988). In some situations, inclusion of a person well known to the informant may be a useful way to handle language difficulties and communication problems, though they should always be well briefed about the purpose of the research and the importance of obtaining the 103
Qualitative research in practice respondent’s own perspective. Some people will be better at this than others. Some will filter out important parts of the story, others embellish it with their own perspectives; their presence may also constrain what the respondent reports (Biklen & Moseley, 1988). Booth and Booth (1994b) found joint interviews with significant others were sometimes useful in opening up discussion but also carried the risk that the respondent’s voice was excluded if a more articulate significant other took over. A compromise approach is to have participants interviewed by someone they know who is, at the same time, independent of the research topic. Minkes, Robinson and Weston (1994), for example, used teachers to interview children with an intellectual disability about their experiences of residential respite care. The teachers already had rapport with the children, thus assisting them to relax in the interview situation, and were also able to interpret nonverbal responses. In summary, getting to know the people you are working with and taking the lead from others who know them well and communicate effectively with them are invaluable principles in research with people with an intellectual disability. We include here some specific approaches that researchers have found useful in interviewing people with an intellectual disability. These are by no means prescriptive, and in no way substitute for taking the time to get to know the people involved and their capabilities. • Avoid comparison questions (for example, How are supervisors different from counsellors?); instead, ask about people, things and activities separately (Biklen & Moseley, 1988). • Open-ended questions may elicit only one- or two-word answers. It is generally more effective to ask a series of specific questions separately, and so build up an incremental picture of what the informant thinks (Biklen & Moseley, 1988; Booth & Booth, 1994a, 1994b). • The use of visual cues such as pictures and photographs can assist in eliciting information from children and adults with an intellectual disability (Minkes, Robinson & Weston, 1994) and are particularly useful in facilitating responses to open-ended questions (Booth & Booth, 1994a, 1994b). Booth and Booth (1994a) also provide helpful suggestions for finding out about the time and frequency of events. In summary, they suggest: 104
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Qualitative research in practice St
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Contents The researchers vi Table o
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Contents 8 Presenting and writing u
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The researchers Anne Coleman began
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The researchers into factors associ
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Table of research studies Tim and W
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Preface In this book we aim to brid
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Preface known to us, either through
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1 From practice to research In the
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From practice to research social wo
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From practice to research in relati
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From practice to research consumer
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From practice to research parent—
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From practice to research space—t
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From practice to research what peop
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From practice to research developed
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From practice to research or exit f
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From practice to research tracked d
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2 Ethics and organisations The best
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Ethics and organisations relevant i
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Ethics and organisations Informed c
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Ethics and organisations Yet a mino
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Ethics and organisations Observatio
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Ethics and organisations Ethical an
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Ethics and organisations with the s
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Ethics and organisations Dorothy Sc
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Ethics and organisations happened,
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Ethics and organisations an intensi
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Ethics and organisations to outside
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Ethics and organisations Yvonne: To
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Ethics and organisations Dorothy: R
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Ethics and organisations can only e
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In-depth interviewing them or not m
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In-depth interviewing Stories give
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Page 72 and 73: In-depth interviewing There is a re
Page 74 and 75: In-depth interviewing data sought,
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Page 78 and 79: In-depth interviewing Generally, th
Page 80 and 81: In-depth interviewing in-depth inte
Page 82 and 83: In-depth interviewing Yvonne: So a
Page 84 and 85: In-depth interviewing Sampling Yvon
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Page 88 and 89: In-depth interviewing encouraged mu
Page 90 and 91: In-depth interviewing contact, the
Page 92 and 93: Observation Choosing observation Li
Page 94 and 95: Observation The observation process
Page 96 and 97: Observation When to observe and for
Page 98 and 99: Observation Anne Coleman—Five sta
Page 100 and 101: Observation Yvonne: Anne: Yvonne: A
Page 102 and 103: Observation Anne: Another useful th
Page 104 and 105: Observation couldn’t understand h
Page 106 and 107: Observation interesting because I s
Page 108 and 109: Observation of questions separate f
Page 110 and 111: Tailoring data collection We focus
Page 112 and 113: Tailoring data collection The exper
Page 114 and 115: Tailoring data collection be achiev
Page 116 and 117: Tailoring data collection Making us
Page 118 and 119: Tailoring data collection children
Page 122 and 123: Tailoring data collection • Settl
Page 124 and 125: Tailoring data collection Caroline
Page 126 and 127: Tailoring data collection Dorothy:
Page 128 and 129: Tailoring data collection Dorothy:
Page 130 and 131: Tailoring data collection Tim: real
Page 132 and 133: Tailoring data collection supermark
Page 134 and 135: Tailoring data collection Wendy: th
Page 136 and 137: 6 Mixing methods ‘Mixed methods
Page 138 and 139: Mixing methods the different compon
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Page 142 and 143: Mixing methods obtained through one
Page 144 and 145: Mixing methods in itself. Rather, t
Page 146 and 147: Mixing methods and how they would e
Page 148 and 149: Mixing methods violence; that they
Page 150 and 151: Mixing methods incredibly arrogant
Page 152 and 153: Mixing methods about 1200 organisat
Page 154 and 155: Mixing methods Yvonne: that overarc
Page 156 and 157: Mixing methods Yvonne: Cheryl: Yvon
Page 158 and 159: Mixing methods reducing the benefit
Page 160 and 161: Analysing data possible about what
Page 162 and 163: Analysing data sometimes referred t
Page 164 and 165: Analysing data Team research makes
Page 166 and 167: Analysing data crying—and I could
Page 168 and 169: Analysing data Analysing the observ
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Analysing data I’d said that’,
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Analysing data straight to the inte
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Analysing data They also highlight
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Presenting and writing up be used.
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Presenting and writing up participa
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Presenting and writing up the princ
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Presenting and writing up difficult
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Presenting and writing up adopted c
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Presenting and writing up Yvonne: L
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Presenting and writing up of the th
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Presenting and writing up Tim: stor
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Presenting and writing up Anne felt
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9 Epilogue: From research to practi
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Epilogue are presented to the way i
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Epilogue • Diffusion (disseminati
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Epilogue practical and simple langu
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Epilogue violence, the things we em
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Epilogue [it] was dragging me along
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Epilogue through reporting the expe
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References Beresford, B. 1997 Perso
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References Darlington, Y., Osmond,
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References Johnson, K. & Scott, D.
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References ——1995 In-depth Inte
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References ——1990 Writing Strat
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References Tilse, C. 1994 ‘Long t
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Index Page numbers in italics refer
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Index ‘getting in/getting on/gett
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Index quantitative research 3; meth
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