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This paper is a methodological reflection drawn from a study on the transition from school into young adulthood in Aotearoa New Zealand. During this process, the personal priorities of young adults with significant disabilities often becomes overpowered by those involved in their post-school planning. Through the experiences of young adults living this experience, empirical considerations are offered on the topic of agency. "Agentic ethnography" combines inclusive ideologies and research methods with theoretical underpinning of the capability approach. The product is adapted interview formats used to develop agentic participation in research to foster inclusive knowledge on the topic of transition. Practical implications for research and the educational field are provided to illustrate collaborative processes and products that not only collect 'voice' but importantly, have it be heard.

Background: This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities. Method: To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and contextual intersections were critically analysed using the theoretical framework of the capability approach. The capability approach emphasises individuality and one's freedom of choice to construct a good life of "dignity." Results: "Timetables" - schedules of daily activities - were examined using artefactual analysis to make sense of and explain important insights about transition through this pivotal support anchor. Yet, the utility of these artefacts, found to communicate personal capabilities, was underrecognised by those supporting transitions from school. Conclusion: This article reports fresh insights into supporting this critical life stage increasing the potential for a transition with dignity.

(1.1) Background: Research assent is a term used with those deemed vulnerable, for whom modifications and additional considerations are required when requesting their voluntary agreement to participate in research. (1.2) Methods: The authors' research experiences and inclusive research principles were integrated with a review of literature on research assent with individuals with significant learning disabilities. (1.3) Findings: Vulnerability can be reconceived through the value and voice of participation in research. We provide practical suggestions for those who oversee social science research, as well as offer guidance to researchers considering inclusive research but for whom practical considerations are required. (1.4) Conclusion: To enhance participant diversity and a generative contribution to knowledge, consideration about research assent is needed. The absence from research can perpetuate exclusion from society.

This paper is a methodological reflection drawn from a study on the transition from school into young adulthood in Aotearoa New Zealand. During this process, the personal priorities of young adults with significant disabilities often becomes overpowered by those involved in their post-school planning. Through the experiences of young adults living this experience, empirical considerations are offered on the topic of agency. Agentic ethnography combines inclusive ideologies and research methods with theoretical underpinning of the capability approach. The product is adapted interview formats used to develop agentic participation in research to foster inclusive knowledge on the topic of transition. Practical implications for research and the educational field are provided to illustrate collaborative processes and products that not only collect 'voice' but importantly, have it be heard. [ABSTRACT FROM AUTHOR]