Relational ethics, informed consent, and informed assent in participatory research with children with complex communication needs

There is a need for qualitative participatory research involving children with intellectual disability and complex communication needs (CCNs), but procedural ethics cannot always adequately respond to the associated realities. To tackle this challenge, procedural ethics can be expanded with relational ethics to engage with consent and assent practices in participatory research projects. By drawing on several key incidents of participatory research with children with CCNs, we explore the complex moral spaces and times of ambivalent and iterative (dis)engagements within research processes. We reconceptualize the consent/assent terrain as a relationally constituted process, more aligned with the overall epistemological frameworks of participatory research and ensuring (disabled) children's ongoing and meaningful involvement in research.

Automated summary

This study explores the field of participatory research involving children with intellectual disability and complex communication needs. It suggests expanding procedural ethics with relational ethics to address consent and assent practices. By analyzing key incidents in participatory research, the study reconceptualizes the consent/assent process and emphasizes the ongoing and meaningful involvement of (disabled) children in research activities.