特殊学校中研究者与学习障碍儿童沟通的经验

Learning-disabled children and young people experience systemic barriers to their inclusion in research, and researcher expertise and experience can either act as one of those barriers or as a facilitator. Researcher accounts of conducting research with learning-disabled children and young people can provide useful insights into practices that facilitate inclusion, yet such accounts are scarce. This study presents a secondary analysis of ethnographic data collected by four researchers during a study exploring the communication preferences of learning-disabled students in a special school setti