2018 TASH Conference

Our initial inclusive research with about 250 adults with disabilities about their leadership experiences led to some helpful findings but also to more questions. One theme was the complex relationship between family, people with disabilities and schools. Following up on this, our two new qualitative research projects examine the remembered experiences of adult leaders with disabilities of their early childhood experiences of leadership and current best practice experiences of school children in two British Columbia schools. Do these early memories increase the capacity of adults to seize leadership opportunities in their lives, groups and communities? Through a leadership lens, what is working well for students in schools and those who support them? What can we learn about better supporting children with disabilities, their families and schools? This social constructionist approach looks for new ways to conduct research that is "future forming," as Kenneth Gergen says, and will lead to changes in the lives of children and adults with disabilities. It partners researchers, self advocates trained in inclusive research, and teaching staff in dialogues made accessible through the use of graphic recording and performance. Through this work networks of influence and connection are increased and more effectively leveraged.