Article 12 of the United Nations Convention of the Rights of the Child (1989) sets out the right for all children to be heard and for their opinions to be given due weight in all matters concerning them, including education. However, the voices of children with disabilities often remain silenced as their perspectives are rarely consulted. Children are often the end users of policies and practices developed and implemented in their name without their consultation or participation. Researchers say is too difficult, too time consuming, too resource intensive to include children in the research process. Without doubt, the participation of children, particularly children with disabilities can present ethical and methodological challenges. However, these challenges must be overcome, not only because findings can potentially be different when their voices are included, but critically because it is their right to participate.

This paper outlines how a visual, participatory research method called Photovoice was adapted and utilised to support the participation of students with intellectual disabilities (ID) as co-researchers in a PhD research study. The ethical and methodological considerations which influenced the research design will be addressed and adaptations to the Photovoice method which were necessary to increase students’ meaningful participation will be clearly outlined.

This study set out to examine the experiences and perspectives of students with ID to ascertain the barriers and facilitators which influence their participation in mainstream post-primary schools in Ireland, including their participation in decision making. Underpinned by Lundy’s Model of Participation (2007) this study provided the space, voice, audience and influence which are necessary for students as right bearing citizens to express their views and have their voices heard in an ethical, inclusive, participatory manner.

Keywords: Photovoice, inclusive education, inclusive, participatory research.