Abstract
There is a growing academic interest in studying the experiences and outcomes of children under the care of the Local Authority. Additionally, there has been an increasing research focus on the lives of children with a learning disability (Kelly and Byrne, 2015). Among the population of looked after children, those with a learning disability form a significant group, making their distinctive experiences particularly crucial to understand. Despite this, there remains limited attention given to the lives of children with a learning disability in the care of the state (Hill et al, 2017) and there is a noticeable gap in research dedicated to exploring their unique experiences (Baker, 2007). This lack of research focus may be attributed to their vulnerability and the complexities associated with conducting research involving this group. This article provides an account of two fundamental barriers associated with conducting research with children with a learning disability who are looked after: gaining access and consent.
Keywords
Social work, Research ethics, Consent, Children with a learning disability, Looked after children, Vulnerable participants
How to Cite
Olivant, L. N., (2024) “Centering vulnerable voices: facilitating the participation of looked after children with learning disabilities in research.”, Fields: journal of Huddersfield student research 2(1). doi: https://doi.org/10.5920/fields.1440
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