From Marginalization to Participation and Back Again: Including People with Learning Difficulties in Research—But For How Long?

Abstract

This paper critically evaluates a qualitative research project investigating strategies for success in supported employment for people with learning difficulties. The project aimed to be participatory, involving people with learning difficulties at each stage of the research, including the appointment of a trainee researcher with learning difficulties. Consideration is made as to how truly participatory the project was, and for what length of time. The marginalised status of disabled people within such an academic endeavor, even one setting out to be participatory, is discussed and found to be problematic, as following the participation of the trainee researcher in this social research project he returned to his previous social status, reflecting the marginalization of disabled people within society more generally.