Toolkit for Remote Inclusive Research

This strategy can be used for: Data Analysis

Show data using visuals such as bar graphs, pie charts, line charts, scatterplots, word clouds, and other data visualization techniques. These types of visuals typically use color, height or other features to depict directions and outcomes (e.g., more/higher/better versus less/lower/worse). These features can reduce the cognitive demands required to analyze data.

Data can also be depicted in 3D using clay, a 3D printer, blocks, or other manipulatives.

Including images may reduce the working memory demands required to analyze and interpret results. Teams can use images with graphs and charts in multiple ways:

Images of people are used to show responses from different groups of people (e.g., staff members and self-advocates)
Images representing frequency or amount are used to show different responses to likert response scales (e.g., an image of a circle that is shaded, halfway shaded, or not shaded to represent likert responses of always, sometimes, and never).
Images are used to represent the question asked (e.g., a picture of a medicine bottle for a survey question about medication).
Bar graphs can be made with images. For example:

Graph: Did People Like the Advocacy Training? Of six respondents, 4 said Yes, 2 said No

Modifications for Remote Collaboration

During a video conference meeting, use the share screen function to display the graphs/charts and review data as a team.
Partner with individual team members to prepare one graph/chart using collaborative software or during a private meeting; that team member can then present that graph/chart to the team during a video conference meeting.

Access Accommodations and Support

Use colors to represent the best/highest response (green) versus worst/lowest response (red).
Break down the process of analysis into steps:
1. First identify the highest/lowest number in the graph.
2. Determine if high or low is "good" or a "bad" outcome.
3. Integrate to interpret the data for that question.
Avoid the use of figure "legends"; directly label all bars or lines.

Resources

This video explains how to interpret a bar graph
The Consumer Financial Protection Bureau has published guidelines for data visualization to increase accessibility
This document provides a format that teams can use to interpret graphs and other data: Visual Graphs and Charts Interpretation Template

Tools to Explore

Data management and display programs can be used to make graphs. Here are some examples:

References

Examples of studies using this strategy

Bigby, C., & Frawley, P. (2010). Reflections on doing inclusive research in the "Making life good in the community" study. Journal of Intellectual and Developmental Disability, 35(2), 53–61. https://doi.org/10.3109/13668251003716425

Cascio, M. A., Grond, F., Motta-Ochoa, R., Tembeck, T., Ten Veen, D., & Blain-Moraes, S. (2020). Working together: Ethnographic observations on participatory design involving adults with autism. Human Organization, 79(1), 1–12. https://doi.org/10.17730/0018-7259.79.1.1

Frankena, T. K., Naaldenberg, J., Tobi, H., van der Cruijsen, A., Jansen, H., van Schrojenstein Lantman-de Valk, H., Leusink, G., & Cardol, M. (2018). A membership categorization analysis of roles, activities and relationships in inclusive research conducted by co‐researchers with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 32(3), 719–729. https://doi.org/10.1111/jar.12567

Haigh, A., Lee, D., Shaw, C., Hawthorne, M., Chamberlain, S., Newman, D. W., Clarke, Z., & Beail, N. (2013). What things make people with a learning disability happy and satisfied with their lives: An inclusive research project. Journal of Applied Research in Intellectual Disabilities, 26(1), 26–33. https://doi.org/10.1111/jar.12012

Kramer, J., Barth, Y., Curtis, K., Livingston, K., O’Neil, M., Smith, Z., Vallier, S., & Wolfe, A. (2013). Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM. Disability and Rehabilitation, 35(7), 614–622. https://doi.org/10.3109/09638288.2012.705218

Kramer, J. M., Garcia-Iriarte, E., Kramer, J. C., & Hammel, J. (2011). Following through to the end: The use of inclusive strategies to analyze and interpret data in participatory action research with individuals with learning disabilities. Journal of Applied Research in Intellectual Disabilities, 24(3), 263–273. https://doi.org/10.1111/j.1468-3148.2010.00602.x

Kramer, J. M., & Schwartz, A. E. (2018). Development of the Pediatric Disability Inventory-Patient Reported Outcome (PEDI-PRO) measurement conceptual framework and item candidates. Scandinavian Journal of Occupational Therapy, 25(5), 335–346. https://doi.org/10.1080/11038128.2018.1502344

Morgan, M. F., Moni, K. B., & Cuskelly, M. (2015). The development of research skills in young adults with intellectual disability in participatory research. International Journal of Disability, Development, and Education, 62(4), 438–457. https://doi.org/10.1080/1034912X.2015.1028905

Northway, R., Hurley, K., O’Connor, C., Thomas, H., Howarth, J., Langley, E., & Bale, S. (2014). Deciding what to research: An overview of a participatory workshop. British Journal of Learning Disabilities, 42(4), 323–327. https://doi.org/10.1111/bld.12080

Read, S., Nte, S., Corcoran, P., & Stephens, R. (2013). Using action research to design bereavement software: Engaging people with intellectual disabilities for effective development. Journal of Applied Research in Intellectual Disabilities : JARID, 26(3), 195–206. https://doi.org/10.1111/j.1468-3148.2012.00686.x

Vlot-van Anrooij, K., Tobi, H., Hilgenkamp, T. I. M., Leusink, G. L., & Naaldenberg, J. (2018). Self-reported measures in health research for people with intellectual disabilities: An inclusive pilot study on suitability and reliability. BMC Medical Research Methodology, 18(1), 80. https://doi.org/10.1186/s12874-018-0539-1

Examples of studies using this accommodation

Northway, R., Hurley, K., O’Connor, C., Thomas, H., Howarth, J., Langley, E., & Bale, S. (2014). Deciding what to research: An overview of a participatory workshop. British Journal of Learning Disabilities, 42(4), 323–327. https://doi.org/10.1111/bld.12080

Rodgers, J. (1999). Trying to get it right: Undertaking research involving people with learning difficulties. Disability & Society, 14(4), 421–433. https://doi.org/10.1080/09687599926046

Schwartz, A. E., Young Adult Mental Health/Peer Mentoring Research, Kramer, J. M., Rogers, E. S., McDonald, K. E., & Cohn, E. S. (2020). Stakeholder‐driven approach to developing a peer‐mentoring intervention for young adults with intellectual/developmental disabilities and co‐occurring mental health conditions. Journal of Applied Research in Intellectual Disabilities. https://doi.org/10.1111/jar.12721

Vlot-van Anrooij, K., Hilgenkamp, T. I. M., Leusink, G. L., van der Cruijsen, A., Jansen, H., Naaldenberg, J., & van der Velden, K. (2020). Improving environmental capacities for health promotion in support settings for people with intellectual disabilities: Inclusive design of the DIHASID tool. International Journal of Environmental Research and Public Health, 17(3). https://doi.org/10.3390/ijerph17030794

Williamson, H. J., van Heumen, L., & Schwartz, A. E. (2020). Photovoice with individuals with intellectual and/or developmental disabilities: Lessons learned from inclusive research efforts. Collaborations: A Journal of Community-Based Research and Practice, 3(1), 8. https://doi.org/10.33596/coll.45

Visual Graphs and Charts of Data