Abstract
Purpose
The purpose of this paper is to outline reflections and recommendations about the processes involved in effectively engaging children with developmental disabilities in online data collection in special schools in England.
Design/methodology/approach
Data collection procedures were adapted and piloted for online delivery with children with developmental disabilities before data were collected online from 382 young children (aged 5–11 years) in 55 special schools in England as part of a randomised controlled trial examining the efficacy of Headsprout Early Reading® on reading fluency.
Findings
The research team engaged with creative and adaptive methods throughout the process, from initial planning to delivery, to ensure successful and systematic data collection with children with developmental disabilities. It is possible to effectively engage children with developmental disabilities in online data collection procedures, and with appropriate planning and procedural considerations, this can be an enjoyable experience for children.
Research limitations/implications
Whilst there are geographical and logistical advantages to online data collection methods, there is also the potential for an increased administrative burden that should be appropriately planned and costed.
Practical implications
Purposely engaging online data collection methods can enable researchers to involve a greater number of children with developmental disabilities in research.
Originality/value
To the best of the authors’ knowledge, this is the largest study using purposefully engaging online data collection methods with children with developmental disabilities in special schools. Furthermore, this study provides detailed reflections and recommendations to support similar processes for future research.
The purpose of this paper is to outline reflections and recommendations about the processes involved in effectively engaging children with developmental disabilities in online data collection in special schools in England.
Design/methodology/approach
Data collection procedures were adapted and piloted for online delivery with children with developmental disabilities before data were collected online from 382 young children (aged 5–11 years) in 55 special schools in England as part of a randomised controlled trial examining the efficacy of Headsprout Early Reading® on reading fluency.
Findings
The research team engaged with creative and adaptive methods throughout the process, from initial planning to delivery, to ensure successful and systematic data collection with children with developmental disabilities. It is possible to effectively engage children with developmental disabilities in online data collection procedures, and with appropriate planning and procedural considerations, this can be an enjoyable experience for children.
Research limitations/implications
Whilst there are geographical and logistical advantages to online data collection methods, there is also the potential for an increased administrative burden that should be appropriately planned and costed.
Practical implications
Purposely engaging online data collection methods can enable researchers to involve a greater number of children with developmental disabilities in research.
Originality/value
To the best of the authors’ knowledge, this is the largest study using purposefully engaging online data collection methods with children with developmental disabilities in special schools. Furthermore, this study provides detailed reflections and recommendations to support similar processes for future research.
| Original language | English |
|---|---|
| Pages (from-to) | 178-188 |
| Number of pages | 11 |
| Journal | Tizard Learning Disability Review |
| Volume | 30 |
| Issue number | 3 |
| Early online date | 9 May 2025 |
| DOIs | |
| Publication status | Published - 18 Sept 2025 |