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Whose uncertainty? Learning disability research in a time of COVID-19

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Whose uncertainty? Learning disability research in a time of COVID-19. / Ryan, Sara; Mikulak, Magdalena; Hatton, Chris.
In: International Journal of Social Research Methodology, Vol. 26, No. 5, 01.05.2023, p. 535-547.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ryan, S, Mikulak, M & Hatton, C 2023, 'Whose uncertainty? Learning disability research in a time of COVID-19', International Journal of Social Research Methodology, vol. 26, no. 5, pp. 535-547. https://doi.org/10.1080/13645579.2023.2173425

APA

Ryan, S., Mikulak, M., & Hatton, C. (2023). Whose uncertainty? Learning disability research in a time of COVID-19. International Journal of Social Research Methodology, 26(5), 535-547. https://doi.org/10.1080/13645579.2023.2173425

Vancouver

Ryan S, Mikulak M, Hatton C. Whose uncertainty? Learning disability research in a time of COVID-19. International Journal of Social Research Methodology. 2023 May 1;26(5):535-547. doi: 10.1080/13645579.2023.2173425

Author

Ryan, Sara ; Mikulak, Magdalena ; Hatton, Chris. / Whose uncertainty? Learning disability research in a time of COVID-19. In: International Journal of Social Research Methodology. 2023 ; Vol. 26, No. 5. pp. 535-547.

Bibtex

@article{d996232652b141818a1ec9e76e5eadc1,
title = "Whose uncertainty? Learning disability research in a time of COVID-19",
abstract = "UK government responses to COVID-19 have intensified experiences of uncertainty for people with learning disabilities. The pandemic has eroded the support people receive, previously weakened by austerity measures. In research, COVID-19 related uncertainty has led to some reworking of methods and intensive contingency planning. This was to fulfil funding requirements and was underpinned by research teams{\textquoteright} commitment to continuing research with people with learning disabilities not despite, but because of the pandemic. This is in a context where people with learning disabilities have been systemically excluded from research participation. Here, we reflect on these processes in relation to a project exploring how to improve the support for older people with learning disabilities. We consider the distribution of uncertainty in relation to conducting research during this time and ask whose uncertainty is attended to in these mid- and post-pandemic methodological debates and why. We suggest pandemic {\textquoteleft}disruption{\textquoteright} has created space for critical reflection allowing methodological creativity and consideration of in between strategies of trust, intuition, and emotion. We caution against the re-constraining of this space, instead arguing for continuing flexibility and creativity, where uncertainties are shared rather than used as a tool of control or dismissal of claims to support.",
keywords = "COVID19, ethnography, growing older, Learning disability, support",
author = "Sara Ryan and Magdalena Mikulak and Chris Hatton",
year = "2023",
month = may,
day = "1",
doi = "10.1080/13645579.2023.2173425",
language = "English",
volume = "26",
pages = "535--547",
journal = "International Journal of Social Research Methodology",
issn = "1364-5579",
publisher = "Taylor and Francis Ltd.",
number = "5",

}

RIS

TY - JOUR

T1 - Whose uncertainty? Learning disability research in a time of COVID-19

AU - Ryan, Sara

AU - Mikulak, Magdalena

AU - Hatton, Chris

PY - 2023/5/1

Y1 - 2023/5/1

N2 - UK government responses to COVID-19 have intensified experiences of uncertainty for people with learning disabilities. The pandemic has eroded the support people receive, previously weakened by austerity measures. In research, COVID-19 related uncertainty has led to some reworking of methods and intensive contingency planning. This was to fulfil funding requirements and was underpinned by research teams’ commitment to continuing research with people with learning disabilities not despite, but because of the pandemic. This is in a context where people with learning disabilities have been systemically excluded from research participation. Here, we reflect on these processes in relation to a project exploring how to improve the support for older people with learning disabilities. We consider the distribution of uncertainty in relation to conducting research during this time and ask whose uncertainty is attended to in these mid- and post-pandemic methodological debates and why. We suggest pandemic ‘disruption’ has created space for critical reflection allowing methodological creativity and consideration of in between strategies of trust, intuition, and emotion. We caution against the re-constraining of this space, instead arguing for continuing flexibility and creativity, where uncertainties are shared rather than used as a tool of control or dismissal of claims to support.

AB - UK government responses to COVID-19 have intensified experiences of uncertainty for people with learning disabilities. The pandemic has eroded the support people receive, previously weakened by austerity measures. In research, COVID-19 related uncertainty has led to some reworking of methods and intensive contingency planning. This was to fulfil funding requirements and was underpinned by research teams’ commitment to continuing research with people with learning disabilities not despite, but because of the pandemic. This is in a context where people with learning disabilities have been systemically excluded from research participation. Here, we reflect on these processes in relation to a project exploring how to improve the support for older people with learning disabilities. We consider the distribution of uncertainty in relation to conducting research during this time and ask whose uncertainty is attended to in these mid- and post-pandemic methodological debates and why. We suggest pandemic ‘disruption’ has created space for critical reflection allowing methodological creativity and consideration of in between strategies of trust, intuition, and emotion. We caution against the re-constraining of this space, instead arguing for continuing flexibility and creativity, where uncertainties are shared rather than used as a tool of control or dismissal of claims to support.

KW - COVID19

KW - ethnography

KW - growing older

KW - Learning disability

KW - support

U2 - 10.1080/13645579.2023.2173425

DO - 10.1080/13645579.2023.2173425

M3 - Journal article

AN - SCOPUS:85147678192

VL - 26

SP - 535

EP - 547

JO - International Journal of Social Research Methodology

JF - International Journal of Social Research Methodology

SN - 1364-5579

IS - 5

ER -