Inclusive Research for an Inclusive University: Analysing the Investiguem Programme Experience

IF 1.3 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2025-01-06 DOI:10.1111/bld.12648

Odet Moliner, Inmaculada Orozco

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引用次数: 0

Abstract

Background

An increasing number of Spanish universities have been promoting post-compulsory education for the social and occupational inclusion of young people with intellectual, developmental and/or autism spectrum disabilities. In this study, we critically analysed Investiguem, an inclusive research training programme developed at a Spanish university. This analysis was driven by a twofold aim: to assess the impact of the programme as a transformative endeavour for participants and to analyse the tension-related effects of the programme on university research cultures, policies and practices.

Methods

Methodologically, this study was a programme evaluation.

Findings

The results revealed substantial changes in participating students in terms of the personal, social and research competencies that they acquired. They also became empowered, gained self-determination, actively participated in all phases of research and developed greater independence and autonomy. Researchers involved in the programme reported changes in the questioning of their roles and positioning as researchers, the ethics and usefulness of research, accessibility and trust in young individuals.

Conclusions

The findings provide practical implications based on a counter-hegemonic model of inclusive research uncovered elements that put a strain on research cultures, practices and policies to improve them.

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包容性大学的包容性研究：调查项目经验分析

越来越多的西班牙大学一直在促进义务后教育，以帮助有智力、发育和/或自闭症谱系障碍的年轻人融入社会和职业。在这项研究中，我们批判性地分析了西班牙一所大学开发的包容性研究培训项目“调查”。这项分析有两个目的：评估该方案作为参与者的变革努力的影响，并分析该方案对大学研究文化、政策和做法的与紧张有关的影响。方法方法学上，本研究为方案评价。研究结果显示，参与研究的学生在个人、社会和研究能力方面发生了实质性的变化。他们也获得了权力，获得了自决，积极参与研究的各个阶段，并发展了更大的独立和自治。参与该方案的研究人员报告说，对他们作为研究人员的作用和定位、研究的伦理和有用性、对年轻人的可及性和信任等问题的质疑发生了变化。基于包容性研究的反霸权模式，研究结果揭示了对研究文化、实践和政策造成压力的因素，并提供了实际意义。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.