04 SES 06 A, Cross-Country Perspectives: “Transitions and Perspectives: Quantitative – Qualitative – Participative”
Cooperation of youth with disabilities, parents and professionals is an important key factor in transition processes from compulsory school to further education and employment (Fasching 2012; Todd 2007). Essential is not only the establishment of cooperation, but especially its quality. The Austrian research project “Cooperation for Inclusion in Educational Transitions”, funded by the Austrian Science Fund (FWF) (project number: P-29291-G29; project-leader: Helga Fasching; duration: 2016-2019; project website: http://kooperation-fuer-inklusion.univie.ac.at/), located at the Department of Education, University of Vienna, focuses on participatory cooperation and how it is perceived from adolescents with disabilities and their parents/families during the transition process. In a longitudinal multi-perspective study the cooperation of the target group and professional supporters is investigated with the aim, to gain a deeper understanding of participatory cooperation and its meaning for successful transition. The centerpiece of the research design is a qualitative study with participative research elements in three “research circles” and is based on the (constructivist) Grounded Theory Methodology (Charmaz 2014). During one circle “intensive interviews” (Charmaz 2014, 55-82) with youth with disabilities and their parents/families are conducted and analyzed. Additionally the project uses an innovative and participative approach: Separate “Reflecting Teams” (Andersen 1995) with youth with disabilities (4 participants), parents (4 participants) and professional supporters/providers (4 participants) are established during the whole research process (1-2 in each circle). Originally located in the systemic approach the method is adapted on the projects’ aims and the participants’ needs. The use of “Reflecting Teams” facilitates the elaboration of concepts arising from the interview analysis. They offer the possibility to discuss preliminary results with the interviewed participants from different perspectives (validation) and also to gain additional data. The aspect of diversity played a central role in the compilation of the teams to receive manifold individual impressions and experiences in working with the data. In this presentation we will focus on the participative part of the project. After a short introduction of the research project itself we will present the concept and the use of the “Reflecting Teams” in the research process and some results from the first research circle. At the end we are interested in discussing arising ethical issues and challenges concerning participative research.
Andersen, T. (1995): The Reflecting Team in Action. Collaborative Practice in Family Therapy. New York, London: The Guilford Press. Charmaz, K. (2014): Constructing Grounded Theory. 2nd Edition. Thousand Oaks: Sage. Fasching, H. (2012): Career counseling at school for placement in sheltered workshops? In: British Journal of Learning Disabilities, 42 (1), 52-59. Fasching, H./Felbermayr, K./Hubmayer, A. (2017): Forschungsnotiz. - In: SWS-Rundschau, 57 (3), 305-323. Todd, L. (2007): Partnerships for Inclusive Education. A critical approach to collaborate working. London, New York: Routledge.
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