Barriers to Knowing and Being Known: Constructions of (In)competence in Research

In this paper, we examine the barriers to, and possibilities of, recognizing individuals labelled intellectually disabled as producers contributors to knowledge about their experiences. Through engaging perspectives within fields of philosophy education disability studies, contrasting research use facilitated communication, an augmentative alternative communication technique for teaching people with disabilities communicate through pointing, or typing support provided by a partner. We how researchers impose demands scientific validation such discredit autistic identified intellectual in attempts be recognized knowers knowledge. Our analysis calls into question whether self-imposed limitations on contemporary production render educational (in)capable accepting forms evidence that will facilitate agency those regarded providing consumers access reflects wide range communicative, neurocognitive, diversity schools communities.