Research priority setting with parents of students with learning exceptionalities and disabilities

Abstract

With an increasing focus on knowledge mobilisation, there is a concomitant shift in how stakeholders, such as parents, ought to be engaged in the research process. The purpose of this study was to explore the research priorities of parents of Kindergarten to Grade 12 students with learning exceptionalities and disabilities in British Columbia, Canada. A cross‐sectional survey design was employed. A convenience sample of 130 parents completed the survey. From a list of pre‐selected variables, parents identified time to initial designation, high school graduation, and home‐schooling/independent schooling as the three most important research priorities, with learning disabilities, autism spectrum disorder, and moderate behaviour support/mental illness as the three most important designations. In an open‐ended response, parents recommended further areas for inquiry, including the effectiveness of inclusive education and school exclusion. Research priority setting can help create research agendas that align with the needs and interests of stakeholders.