3.8.1 Gaining understanding of qualitative research ethics and principles
“Ethical codes are formulated to regulate the relations of researchers to the people and fields they intend to study. Principles of research ethics require researchers to avoid harming participants involved in the process by respecting them and being cognisant of their needs and interests” (Flick, 2014, p. 85). Even though qualitative researchers have similar ethical responsibilities to other types of research, ethical challenges in qualitative research may be weightier due to its sensitive nature (Hennink, Hutter & Bailey, 2011).
With qualitative research being interested in people’s perceptions, beliefs and feelings, rapport (a trusting relationship) needs to be built with participants. The closeness in the relationship between the researcher and the participants, requires the researcher to adopt the principle of doing no harm. This can be ensured by keeping the required information secure and anonymous. Qualitative research may also touch on sensitive topics, leaving participants vulnerable when painful memories are revisited (Hennink et al., 2011). Careful consideration of ethical principles is required when using an interpretivist paradigm as a theoretical framework, as in the process of obtaining in-depth insight into participant’s experiences, sensitive issues may arise.
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Respect of persons, benefice and justice are principles recognised worldwide for the ethical conduct of research involving human subjects (Hennink et al., 2011). Respect of persons can be applied by ensuring that the welfare of participants take preference over the interest of science and society. Participants need to be treated with respect and enter into research voluntarily with sufficient information. By taking on benefice as an ethical principal, researchers should strive towards maximising the benefits of the research for wider society and minimising potential risks to research participants. Justice is lastly applied by ensuring that “research procedures are administered in a fair, non-exploitative, and well-considered manner” (Hennink et al., 2011, p. 61).
3.8.2 Practical application of research ethics
I consulted the HPCSA form 223 Appendix 12, Chapter 10 as a guide in applying the above- mentioned ethical principles to the study.
3.8.2.1 Consideration of the University’s protocol
The study was conducted once written approval was granted from the University of Johannesburg. I strived towards providing the University of Johannesburg with accurate information regarding the entire research process. I further aimed to conduct the research in line with the research protocol approved by the University of Johannesburg to the best of my ability.
3.8.2.2 Informed consent and assent
I firstly provided the principal of the school with a consent form (Appendix A), to grant his permission for the school to participate in the study. Once I received his consent, I provided all the school staff (class teachers and reading teachers) and internal therapists (Educational Psychologists, Speech and Occupational Therapist) who worked with the 2017 Grade 1 group with a consent form explaining the nature of the study (Appendix B). I requested their consent for participating in the study by:
1) Rating three Grade 1 learners (from the year 2017) they believed had made the most progress on a physical, academic, social and emotional level throughout the year. 2) Completing a questionnaire based on their experience of being part of the school’s
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3) Taking part in a focus group interview with other collaborating team members working with the learner selected as a case in this study. Their consent was further requested for the focus group interview to be audio-recorded. The qualitative rating scale and questionnaire (Appendices D & E), were attached to the consent form provided to them.
Once I identified the three learners that school staff and internal therapists rated as achieving positive outcomes in spite of their SpLD, the identified learners’ parents/caregivers were provided with a consent form (Appendix C), requesting their consent for participating in the study by:
1) Taking part in a one-hour face-to-face interview regarding the positive outcomes achieved by their child and being part of the school community.
2) Taking part in a one-hour focus group interview with teachers and therapists, collaborating with them to support their child (if their child was selected as a case for this study). Their consent was further requested for both the individual interview and the focus group interview to be audio-recorded and for me to access their child’s school file (consisting of psychoeducational, Occupational Therapy, Speech Therapy and school reports).
Grade 2 staff currently working with the selected learner received a separate consent form (Appendix B), requesting their consent to participate in the focus group interview and for the interview to be audio-recorded.
Even though Michael did not personally participate in the study, he was provided with an understandable explanation of the study (involving pictures). His assent was obtained in a verbal and written manner (by tracing his hand) for the discussion of his case. Michael’s mother was present when he gave me his assent to assist in explaining the study to him in a language that he could understand.
3.8.2.3 Self-determination
Consent forms were written in a language that provided the principal, parents/caregivers, relevant school staff and internal therapists with a clear understanding of the nature of the study, and what information was required of the learner. I also made it clear that participants were free to decline from participating and could withdraw from the study at any time.
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Selected school staff and internal therapists were provided with confidentiality forms (Appendix F), declaring that information discussed in the focus group would remain confidential. The school’s name would not be mentioned in the study and participants were provided with pseudonyms. I would ensure that information gained from records and reports were kept behind lock and key at all times.
3.8.2.5 Minimisation of harm
Foreseeable consequences of declining or withdrawing was explained. I however took special care to protect participants from such consequences in an objective and sensitive manner. Participants were warned about factors that may influence their willingness to participate such as unpleasant emotional experiences.
There was a possibility that difficult emotions could arise when parents/caregivers were reminded of the challenges that they had experienced together with their child. I was however aware that this could be followed by pleasant emotions when parents/caregivers were encouraged to celebrate their child’s current achievements. The educational psychologist at the school was on standby in the event that parents/caregivers had the desire to consult with her for debriefing if negative emotions arose during their interview with me.
With parents/caregivers, school staff and internal therapists being encouraged to elaborate on their experiences of implementing the transdisciplinary approach, there was the possibility that some responses could emerge reflecting its challenges, possibly causing conflict between team members. I arranged for the SENCO to have a debriefing session with team members, providing them with an opportunity to resolve their differences if such an unlikely event occurred. The study did not involve deception of any kind, as I was interested in gaining an understanding of participants’ perspectives and experiences by means of open-ended interviews.
3.8.2.6 Open and honest feedback and distribution of study
I provided the principal and all participants with the opportunity to obtain sufficient information about the nature, results and conclusions of the study in an accurate but appropriate manner. Parents and teachers of the entire Grade 2 group were provided with feedback on insights gained from the study. Parents/caregivers of other Grade 2 learners were granted the
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opportunity to share what they had learnt from the case study and how they believed the transdisciplinary approach could be improved to provide more adequate support for their child. An article will be published on the study, which will be made available to the public to gain insight.