2026-04-17T04:32:59Zhttps://recercat.cat/oai/request

oai:recercat.cat:10256/184302025-07-11T06:15:28Zcom_2072_452955com_2072_2054col_2072_453071

urn:hdl:10256/18430 The control of access to participants as a form of protection and self-protection: a challenge for researchers - a response to Williams Pallisera, Maria Persones amb discapacitat mental People with mental disabilities Integració social Social integration The participation of people with learning disabilities in research is absolutely necessary, both to focus the studies on the issues that concern them, and also to allow them to express criticism and make proposals to improve their lives. From this perspective, the exploration of Williams' article on the motives that guide professionals or informal supporters through whom access to people with learning disabilities is negotiated to facilitate or deny this access is essential to help researchers take actions that enhance inclusion of people with LD in the research. I would like to contribute some reflections on an element linked to the interconnected factors to which Williams refers, specifically to the control exercised ambivalently by gatekeepers. The decisions they make in the selection of the participants, on the one hand, and those related to the denial of access, on the other, may in certain situations obey a will to exercise a certain protective control towards the people themselves, towards themselves or towards the institutions with which they are linked. Going into greater depth as to the reasons for this response by the gatekeepers leads us to question both our role as researchers and aspects related to the organization and culture of the services that offer support to people with disabilities, as well as to the professionals in them. We will refer to each of these topics below info:eu-repo/date/embargoEnd/2021-07-01 2020-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion peer-reviewed info:eu-repo/semantics/altIdentifier/doi/10.1080/08856257.2019.1687558 info:eu-repo/semantics/altIdentifier/issn/0885-6257 info:eu-repo/semantics/altIdentifier/eissn/1469-591X Tots els drets reservats info:eu-repo/semantics/openAccess Taylor and Francis © European Journal of Special Needs Education, 2020, vol. 35, núm. 1, p. 19-20 Articles publicats (D-P)