Qualitative research is conducted using methods such as one-to-one interviews and focus groups, and incorporates an element of subjectivity. In learning disability research, this subjectivity could be considered a positive attribute, enabling researchers to consider context, emotions and observations when interpreting data. Reflexivity can be used by researchers to manage their thoughts, feelings and preconceptions when undertaking research in emotive contexts. It has also been identified that providing evidence of reflexivity increases the trustworthiness and rigour of qualitative research. In this article the author presents a personal account of how using reflexivity enhanced research they were conducting and improved the rigour of its conduct and reporting. The article also details the role of reflexivity in learning disability practice and makes recommendations for how this could be implemented.
Learning Disability Practice. doi: 10.7748/ldp.2019.e1977Peer review
This article has been subject to external double-blind peer review and has been checked for plagiarism using automated softwareCorrespondence
McKibben L (2019) Exploring the value of reflexivity in learning disability research. Learning Disability Practice. doi: 10.7748/ldp.2019.e1977
Published online: 17 October 2019
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