Toolkit for Remote Inclusive Research

This strategy can be used for: Data Collection

Team members can use audio recorders to collect interview, focus group, or survey data. Using an audio recorder reduces the cognitive demands associated with collecting data (e.g., listening to responses and writing responses down). The audio recordings can also be used for video/audio based data analysis.

The literature documents the use of two types of audio recording devices by team members with disabilities:

Handheld audio recorders
Audio recorders embedded in smart phones/tablets

Modification for Remote Collaboration

Teach team members how to use audio recorders on personal devices and/or handheld devices provided by the research team, and how to securely transmit audio files to the research team’s central location.

Security note: Organizations might limit the type of information research teams are allowed to audio record, especially on personal devices. Additionally, organizations may have specific secure methods for transferring recorded data to a central, secure storage location. Research teams should check with their organization before collecting data using audio recorders.

Access Accommodations and Supports

Provide visual step-by step instructions with screen shots on how to upload audio recordings.
Provide step-by-step instructions on how to record using each team member’s specific device or software (instructions for different models or apps can be found on the internet).
For individuals with gross or fine motor challenges, physical assistance or adaptive equipment may be needed to press buttons, hold equipment, and charge equipment.

Resources

Video directions describing how to record on an iPhone or iPad

Tools to Explore

Apple Voice Memos can be used to make audio recordings
Digipom Easy Voice Recorder is an Android app that can be used to make audio recordings
- Video directions for how to use Digipom Easy Voice Recorder

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

Bjornsdottir, K., & Svensdottir, A. S. (2008). Gambling for capital: Learning disability, inclusive research and collaborative life histories. British Journal of Learning Disabilities, 36(4), 263–270. https://doi.org/10.1111/j.1468-3156.2008.00499.x

Brooks, M., Davies, S., & Twigg, E. (2013). A measure for feelings – using inclusive research to develop a tool for evaluating psychological therapy (Clinical Outcomes in Routine Evaluation – Learning Disability). British Journal of Learning Disabilities, 41(4), 320–329. https://doi.org/10.1111/bld.12020

Callus, A.-M., Bonello, I., Mifsud, C., & Fenech, R. (2019). Overprotection in the lives of people with intellectual disability in Malta: Knowing what is control and what is enabling support. Disability & Society, 34(3), 345–367. https://doi.org/10.1080/09687599.2018.1547186

Cumming, T. M., Strnadová, I., Knox, M., & Parmenter, T. (2014). Mobile technology in inclusive research: Tools of empowerment. Disability & Society, 29(7), 999–1012. https://doi.org/10.1080/09687599.2014.886556

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

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

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

Puylato, C., Pallisera, M., Fullana, J., & Vila, M. (2016). Doing research together: A study on the views of advisors with intellectual disabilities and non‐disabled researchers collaborating in research. Journal of Applied Research in Intellectual Disabilities, 29(2), 146–159. https://doi.org/10.1111/jar.12165

Schwartz, A. E., & Durkin, B. (2020). "Team is everything": Reflections on trust, logistics, and methodological choices in collaborative interviewing. British Journal of Learning Disabilities, 48, 115-123. https://doi.org/10.1111/bld.12305

St. John, B., Mihaila, I., Dorrance, K., DaWalt, L. S., & Ausderau, K. K. (2018). Reflections from co-researchers with intellectual disability: Benefits to inclusion in a research study team. Intellectual and Developmental Disabilities, 56(4), 251–262. https://doi.org/10.1352/1934-9556-56.5.251

Strnadová, I., Cumming, T. M., Knox, M., & Parmenter, T. (2014). Building an inclusive research team: The importance of team building and skills training. Journal of Applied Research in Intellectual Disabilities : JARID, 27(1), 13–22. https://doi.org/10.1111/jar.12076

Townson, L., Macauley, S., Harkness, E., Chapman, R., Docherty, A., Dias, J., Eardley, M., & McNulty, N. (2004). We are all in the same boat: Doing ‘people-led research.’ British Journal of Learning Disabilities, 32(2), 72–76. https://doi.org/10.1111/j.1468-3156.2004.00282.x

Walmsley, J. (2004a). Inclusive learning disability research: The (nondisabled) researcher’s role. British Journal of Learning Disabilities, 32, 65–71. https://doi.org/10.1111/j.1468-3156.2004.00281.x

Walmsley, J. (2004b). Involving users with learning difficulties in health improvement: Lessons from inclusive learning disability research. Nursing Inquiry, 11(1), 54–64. https://doi.org/10.1111/j.1440-1800.2004.00197.x

White, E. L., & Morgan, M. F. (2012). Yes! I am a researcher. The research story of a young adult with Down syndrome. British Journal of Learning Disabilities, 40(2), 101–108. https://doi.org/10.1007/978-981-10-2779-6_129-1

Williams, V., Simons, K., & Swindon People First Reserach Team. (2005). More researching together: The role of nondisabled researchers in working with People First members. British Journal of Learning Disabilities, 33(1), 6–14. https://doi.org/10.1111/j.1468-3156.2004.00299.x

Williams, Val, Simons, K., Gramlich, S., McBride, G., Snelham, N., & Myers, B. (2003). Paying the piper and calling the tune? The relationship between parents and direct payments for people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 16(3), 219–228. https://doi.org/10.1046/j.1468-3148.2003.00164.x

Examples of studies using this accommodation

Morgan, M., & Moni, K. (2013). Literacy strategies used by adults with intellectual disability in negotiating their everyday community environments. Australian Journal of Adult Learning, 53, 411–435.