Those who champion Inclusive Research techniques have often viewed the role of the 'sympathetic researcher' in studies that engage people with learning disabilities with suspicion. I argue that the rejection of this role is based on a simplistic view of empowerment, and risks reinforcing power hierarchies between researcher and subject. This article repositions the role of 'sympathetic researcher' and argues that a more pragmatic approach to the use of Inclusive Research techniques can create a broader platform from which the voices of people with learning disabilities can be heard.