The third presentation in the symposium is based on the experiences and empirical data collected in the 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: 2016-2021; project website: http://kooperation-fuer-inklusion.univie.ac.at/). Located at the Department of Education, University of Vienna, the study focuses on participatory cooperation and how it is perceived from adolescents with disabilities and their parents/families during the transition process. As part of the longitudinal study three intensive interviews (Charmaz 2014) are conducted with young people with disabilities and their parents/families at several times and different points during the transition process. Additionally the project uses an innovative and participative approach: “Reflecting Teams” (Andersen 1995) with youth with disabilities (4 participants), parents (4 participants) and professional supporters/providers (4 participants) are realized in each of the three research circles. The use of “Reflecting Teams” facilitates the elaboration of concepts arising from the interview analysis (Charmaz 2014). They offer the possibility to discuss preliminary results with the interviewed participants from different perspectives (validation) and to gain additional data. Originally located in the systemic approach the method is till now mostly used in therapeutic context. There is only little number of research using the method of Reflecting Team in the context of disability (see Ainslow 2013). Reflecting Teams have a huge potential (e.g. because of it´s nonlabelling approach) and are therefore adapted for the projects’ aims and the participants’ needs. Of special interest in this presentation is the Reflecting Team conducted with the young persons with various forms of disabilities. After the first Reflecting Team took place in 2017, we analyzed the empirical data and reflected the research process. For the second Reflecting Team it was our concern to make the Reflecting Team with the youth even more participative and therefore to give them more voice and power in the research setting. In the presentation, we will tell the audience more about the planning phase and the arising question. How can we give the students more voice in the RT? Why did we use Russell S. and Carey (2004) to do the reflecting-part? In the second part, we talk about the realization and first empirical results from the second RT. We are interested in sharing our experiences with audience and discus arising questions at the end.

Andersen, T. (1995): The Reflecting Team in Action. Collaborative Practice in Family Therapy. New York, London: The Guilford Press. Anslow, K. (2013): Systemic family therapy using the reflecting team: the experiences of adult s with learning disabilities. British Journal of Learning Disabilities, 42, 236-243. 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. Todd, L. (2007): Partnerships for Inclusive Education. A critical approach to collaborate working. London, New York: Routledge. Russell S./ Carey, M. (2004): Narrative Therapy. Responding to your questions. Adelaide: Dulwich Centre Publications, 63-90.