Participatory Research With Young Children From Special Populations: Special Considerations When Designing and Implementing Research

• In Event: Children's Agentic Positioning in Research: A Critical Examination of Participatory Research Methodologies With Young Children

Abstract

There is a dearth of participatory research with young children from special populations; yet, there is some research focusing on older students and adults from special populations. Much can be extrapolated from those studies. This paper details a review of the existing research on participatory research methods with young children from special populations. We discuss relevant challenges and recommendations from the existing research in order to identify ethical and trustworthy principles when designing and implementing participatory research with young children with special populations.

Much of the research with young children from special populations is still adult-led, adult-designed and conceived from an adult perspective. However, children from special populations are members of a sub-culture that gives them a unique perspective and an insider view that is often marginalized. Kellett (2005) argues that “if research areas that interest children emanate directly from their own experiences, then no adult, even the most skilled ethnographer, can hope to acquire the richness of knowledge that is inherent in children’s own understanding of their worlds” (p. 10). Further, participatory research recognizes the expert knowledge children bring to the research; it sees the child in an active research role (Fielding, 2001). Consequently, in a world where children from special populations are marginalized, participatory research ensures that the children’s perspectives and voices are heard and followed upon. In order to build this research, we need to first identify the barriers, challenges and recommendations.
This paper is based upon a critical review of studies where special populations are participating as a researcher and includes investigations labelled as participatory research, inclusive participatory action research, and emancipatory research studies. We conducted a systematic review synthesizing the existing studies and investigations utilizing a participatory approach with children from special populations. The review examined studies for the barriers, challenges, and special considerations to conducting research with special populations including, those with disabilities, English learners and refugees.

As a result of the analysis, the paper outlines the challenges and recommendations for designing and implementing research for young children from special populations in the areas of: assent, identifying research questions, data collection, data analysis, and dissemination. Specifically, we describe successful examples of studies whereby researchers engage special populations in designing, implementing, and analyzing research, understanding research outcomes, and making decision about how to disseminate findings. We particularly emphasize the importance of equity, accessibility, and authenticity when collaborating with special populations in their role as co-researchers.

References:
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2: 123–141.

Kellett, M. (2005). NCRM Methods Review Papers, NCRM/003. Children as active researchers: a new research paradigm for the 21st century? Available at: http://eprints.ncrm.ac.uk/87/

(Word Count: 440)

Authors

• Jennifer E. Urbach, University of Northern Colorado

• Rashida Banerjee, University of Denver