Involving Young People with Disabilities in Post-school Transitions through Reflecting Teams

Autor(en)

Helga Fasching, Katharina Felbermayr, Liz Todd

Abstrakt

This paper analyses a participatory method to involve young people with disabilities in research by using reflecting teams. In the course of the longitudinal project “Cooperation for Inclusion in Educational Transitions” on the transition from school to work of young people with disabilities, we examined ways to increase the participation of these people in the design and content of reflecting team sessions. In this regard, the reflecting team, more often used in a counseling context, was adapted to provide a special form of group discussion for participatory research with young people with different disabilities. The paper describes and discusses the adaptations that were made in the reflecting team research process. These adaptations included giving these young people, rather than a researcher, a role as moderator, inviting increased visualization within the reflecting process, and using an outsider-witness approach. Finally, we discuss the potential of the reflecting team for our participatory research with young people with disabilities.

Organisation(en)

Institut für Bildungswissenschaft

Externe Organisation(en)

Newcastle University

Journal

International Journal of Educational and Life Transitions

Band

2

Seiten

1-15

ISSN

2754-2890

DOI

https://doi.org/10.5334/ijelt.44

Publikationsdatum

2021

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik, 503027 Sozialpädagogik

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/bd9ed3b4-91bc-4741-8bb6-4f009d9b4a9a