Abstract
ABSTRACTBackgroundAn increasing number of Spanish universities have been promoting post‐compulsory education for the social and occupational inclusion of young people with intellectual, developmental and/or autism spectrum disabilities. In this study, we critically analysed Investiguem, an inclusive research training programme developed at a Spanish university. This analysis was driven by a twofold aim: to assess the impact of the programme as a transformative endeavour for participants and to analyse the tension‐related effects of the programme on university research cultures, policies and practices.MethodsMethodologically, this study was a programme evaluation.FindingsThe results revealed substantial changes in participating students in terms of the personal, social and research competencies that they acquired. They also became empowered, gained self‐determination, actively participated in all phases of research and developed greater independence and autonomy. Researchers involved in the programme reported changes in the questioning of their roles and positioning as researchers, the ethics and usefulness of research, accessibility and trust in young individuals.ConclusionsThe findings provide practical implications based on a counter‐hegemonic model of inclusive research uncovered elements that put a strain on research cultures, practices and policies to improve them.
Published Version
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