This paper provides an overview of the key issues drawn from the literature reviewed and suggests established and potential mitigation strategies that could improve ethical practices when involving children with disabilities in evidence generation activities (for a summary, see Appendix 1).
More evidence generation activities with this group of children are urgently needed, and it is important that conventional and existing ethical practices used with children are further developed to embrace disability inclusion. This will encourage the realization of children’s right to participate and be heard, and ensure that policy and practice are informed by the perspectives and concerns of children with disabilities. Importantly, this approach can support a wider agenda for the greater inclusion in society of children with disabilities.
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