Citation

Shah S. Qual. Res. 2006; 6(2): 207-220.

Copyright

(Copyright © 2006, SAGE Publishing)

DOI

10.1177/1468794106062710

PMID

unavailable

Abstract

This article explores the methodological opportunities and challenges I encountered, as a disabled researcher, while doing research on the educational experiences and career aspirations of a group of young disabled people, still in full-time mainstream or special education. While the key barriers facing disabled researchers are recognized, they are challenged in this article and rather seen as opportunities. Further, they are diluted by the ontological privileges that are at the disposal of the disabled researcher, including the use of empathy, which provides a way of understanding other people's experiences in the context of both similarities and differences between the researcher and the researched. This article focuses on three methods of qualitative enquiry – namely, classroom observation, forum theatre workshops and individual interviews. It explores how they were employed to ensure the voices of young disabled people were captured by the research process in ways that reflect their views and recognize them as active social agents who are able to make decisions about their own futures.