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Accessible Summary: People with disabilities often do research. Sometimes, they work together with people with academic training. Sometimes, working together can be challenging.A researcher with academic training and a co‐researcher with a disability worked together to do interviews.This paper is about how we worked together. We talk about how the co‐researcher with a disability got hired, did ethics training and dealt with transportation and his schedule. We also talk about how we worked together to make sure it was easy for him to do the interviews.This paper might help other research teams figure out how to do interviews together. Background: People with disabilities are increasingly involved in research. Our understanding of how to support co‐researchers with disabilities has grown since the 1990s. However, research teams have reported challenges in ensuring authentic collaboration. We report on the collaboration between an academic researcher and a co‐researcher with a disability to conduct interviews with other co‐researchers about their experiences in inclusive research. Methods: The academic researcher took fieldnotes throughout the research. Together, she and the co‐researcher audio‐recorded "debriefs" after each interview. The academic researcher reviewed all fieldnotes and transcribed "debriefs." Together, the academic researcher and co‐researcher listened to and reflected on the audio‐recorded debriefs. Results: In this reflective manuscript, we discuss the hiring process, ethics training, logistical challenges and tools we developed to support the co‐researcher in his role. We also discuss challenges, including the academic researcher's difficulty eliciting critical feedback from the co‐researcher. This manuscript includes both the voice of the academic researcher and the co‐researcher. Conclusion: Our research process was supported by our prior relationship, accessible processes, and time for training and reflective practice. We call attention to the importance of establishing trust and methods to elicit critical feedback from co‐researchers. We also discuss logistical challenges and the impact of methodological choices on research collaborations. [ABSTRACT FROM AUTHOR]

Accessible summary: Sleep hygiene education (SHE) is a "behavioural" intervention which helps parents create the best sleeping conditions for their child. It is often used to improve sleep problems that children with developmental disabilities have.SHE includes advice around creating bedtime routines, creating a calming bedroom environment and eating healthily. Lots of health and social care professionals use SHE, but there are not many research papers which show the best way to support parents to try out the advice.This research tells the story of nine parents and eleven professionals who have used SHE to help improve children's sleep problems.Their experiences are important in the research literature and will help services such as community children's learning disability teams improve the way SHE is used in the future. Background: Sleep hygiene education (SHE) is a familiar intervention for addressing behavioural sleep problems in children with developmental disabilities that involves advising parents on sleep‐promoting behaviours; however, it is supported by a limited evidence base. Materials and methods: This exploratory study aimed to enhance qualitative understanding and explore stakeholder perceptions about experience, current practice and ideas around the implementation of SHE. Parents of children with developmental disabilities and sleep problems (N = 9) and sleep practitioners (N = 11) took part in semi‐structured interviews and focus groups, and data were thematically analysed. Results and discussion: The analysis identified four parent themes: Beliefs about sleep problems; Getting professional help; Ways of knowing about sleep; and Visions of sleep support. Two practitioner themes were also identified: Sleep service accessibility and Inconsistent sleep support. Conclusion: The findings provide further insight into how parents of children with developmental disabilities experience sleep problems, and how SHE is currently implemented. These have implications for both policy and practice. [ABSTRACT FROM AUTHOR]

Accessible summary Relationships and sexuality are important for disabled people., Through the voices of 16 intellectually disabled adults, this paper shows what they consider to be important in areas such as education or personal relationships., Most of the people interviewed would like to have a partner and live together as a couple., Intellectually disabled people encounter many barriers to obtain certain basic rights., Summary This study starts from the premise that we are sexual beings, and therefore, sexuality is part of our lives and defines us as human beings. This is also true with regard to intellectually disabled people. Within the framework of broader qualitative research carried out in Spain, some partial results of an ongoing study aimed at finding out what a group of adults see as important in different areas of their lives are presented here. Through the personal narratives of 16 intellectually disabled people, this paper explores some of their ideas and demands about sexuality and their sexual lives. Most of the people interviewed expressed their desire to have a partner and to live as a couple. There is no doubt that many intellectually disabled people have greater control over their lives and the decisions that affect them, but as they tell us, the presence of old ideas can hinder them from securing their fundamental rights. [ABSTRACT FROM AUTHOR]

Accessible Summary Pupils with autism were interviewed about their participation in drama classes., Interview approaches were devised so that the pupils could give their views., These approaches used different ways to engage the pupils including widgit symbols, photographs and video., The information the pupils gave was important in building an understanding of what they take away from drama sessions., Summary Pupils with autism (aged 16-18) were interviewed as part of a study examining the participation of individuals with autism in drama education. This paper reflects on the approaches devised to gain views from ten pupils with autism who communicated in different ways. The procedure for gaining views from the pupils is explained, and the views they give are outlined. The pupils were able to identify aspects of drama education that they liked and did not like; share goals of drama education and communicate feelings about drama education. The views are discussed in terms of how they inform understandings of individuals with autism as well as their participation in drama education. Challenges specific to gaining views from a group of pupils with autism are considered and implications for future research presented. [ABSTRACT FROM AUTHOR]