There is a considerable body of literature about people labelled with learning difficulties but limited research undertaken by or with them. In this thesis I describe an Inclusive Participatory Action Research endeavour in which people labelled with learning difficulties explored social barriers limiting their self-determination. The thesis proposes that people so labelled are unacceptably disadvantaged by ableist social structures and disablist practices. Participating in the social research described herein, became a way of challenging such practices, dismantling disabling barriers, exposing myths of incompetence and building the self-determination skills of the research team members. Taking the social model of disability position, the claim of unacceptable disadvantage was founded on experiential evidence that people disabled by society are not permitted opportunity for self-determination equivalent to that enjoyed by other members of society. This dictated that the research be essentially rights-based; in particular, it was founded upon the principle that people labelled with learning difficulties have rights: the right to self-determination, the right to be included in research that concerns them and the right to an inclusive research approach with accessible research methods and outcomes. As a consequence, the research required new ways of doing disability research. Informed by the dialogic strategies of Paulo Freire, an Inclusive Research approach was melded with Participatory Action Research to provide an inclusive research methodology (IPAR). Creative methods such as Photo-voice (where photography and narrative are used to express that which can be difficult to verbalise), poetry, metaphor, journaling and patchwork were combined with traditional qualitative research methods, such as textual analysis and interviewing, in new and innovative ways to make the research process accessible. Using the camera, conceptually complex theories and procedures, including ableism, textually-mediated social behaviour and institutional ethnography, were rendered comprehensible to the research team. The abstract was made concrete through the photographic text. Anchoring the analysis in the United Nations‟ Convention on the Rights of Persons with Disabilities provided grounds upon which perceived injustices were assessed and challenged. Rights, Camera, Action! The research knowledge created promoted action. Self-advocacy and citizenship were means of investigating and challenging disabling barriers. Through the exercising and development of self-determination skills the research transitioned from a facilitated endeavour to a project which was self-funded and self-directed by the team, all labelled with learning difficulties. In terms of a research outcome this event transformed the social and material relations of the research, qualifying for that utopic Disability Studies goal of emancipatory research. In terms of personal outcomes and achievements I have been changed by this research. Many of the assumptions I brought to the study have been unsettled and unacknowledged stereotypes dismantled. Feedback from my co-researchers, their families and disability service providers, indicates that participation in this research has also been life-changing for my colleagues. It has contributed to increased confidence, pride and feelings of self-worth for everyone involved. Opportunity to support one another to challenge oppression and engage in social action contributed to improved quality of life for a small community in Western Sydney and to human flourishing. For my Photo-voice co-researchers, undertaking social research provided opportunities to publically and professionally exhibit their photographic work. They met with corporate executives, NSW Education Department officials and Members of Parliament. They wrote to the Australian Human Rights Commissioner and instigated an internal investigation into a Government Department. The team contributed to the Photo-voice website and shared their research findings across Australia in venues such as corporate board rooms, school classrooms, university Human Rights lectures, as well as disability Expos, academic conferences and the largest disability service consumers‟ conference in the southern hemisphere. These achievements are highly significant and worth celebrating. Using IPAR the Photo-voice team promoted disability rights. Accessible research methods were developed using the camera to expose disabling practices and illuminate ableism. The camera has also provided a means by which we can disseminate our work in print, online and in power point presentations. Collaboratively we took action to address injustices and generate positive social change. Endeavouring to shed light with moving pictures, our motto was Rights, Camera, Action!