This paper introduces key debates in the contemporary practice of disability research and examines how these apply to conceptualising, designing and conducting research with people with intellectual disability. Specifically, it describes a collaborative action-oriented reflexive approach to researching the lived experience of people with…

The authors support role changes for educational practitioners who work with children and youth with disabilities as they make important transitions. Principles from critical pedagogy and disability studies are summarized to provide a new theoretical framework to support role changes. Rather than needs-based services that focus on helping those…

Interviews with 22 adults with mental retardation suggest that, although they and other individuals with mental retardation have participated in various roles in research and training, there are many barriers to meaningful consumer involvement (such as professional jargon) and there is a need to bring out individuals' strengths and capabilities.…