There are a number of perspectives that consider the multidimensional nature of disability including disjunction theory (DePoy & Gilson, 2011), the Nordic relational model (Godley, 2011), and real-constructivist understandings of disability (Danermark, 2002; Shakespeare, 2006). DePoy and Gilson’s (2011) disjunction theory, for example, considers that disability exists at the intersection of the individual and social aspects and is caused by an ill fit between the individual with impairment and the environment that can be eliminated when the individual and the environment are aligned. The
Nordic relational model is similar and considers that disability is contextual, relative and based on the interaction between the individual with impairment and the environment (Vehmas, 2008). This relational model uses the principles of normalisation theory to
assess services, practice and social policy to ensure the empowerment of the individual through the provision of services and self-advocacy (Godley, 2011). In contrast, real constructivists consider that disability is multifaceted and based on the understanding of a multi-layered nature of reality as discussed below.
A real-constructivist understanding of disability considers that disability is a multidimensional phenomenon that relates to different aspects or levels of reality (Danermark, 2002). Real-constructivists consider that disciplines exist at different levels (Collier, 2004; Holland, 2005; Max-Neef, 2005; Nicolescu, 2005) or strata of reality (Hochachka, 2005; Wilber, 2000) and study different aspects of an issue that are separate but interconnected (Benton & Craib, 2001). For example, in the case of
hearing impairment some disciplines will operate at the individual biological level focusing on the hearing impairment itself with medical interventions or the provision of hearing aids. Other disciplines may focus on the individual’s communication skills and provide interventions such as sign language, while others may operate at the
psychological level helping the individual come to terms with their hearing impairment. Some disciplines may work at the level of culture seeking to change attitudes to the Deaf while other disciplines may operate at the social level addressing more political or policy issues such as making sign language a recognised language (Danermark, 2002). Overall, these real-constructivist perspectives on disability have the potential to provide a framework for building common ground between the perspectives where each of the disciplines provides a unique contribution to the understanding of the complex interrelated nature of disability. In turn this multi-dimensional understanding of disability may help to provide a platform on which to build an inclusive society for all New Zealanders.
3
3.5 Summary of the Complex Real-World Issue of Inclusion In
New Zealand
In summary, it can be seen that inclusion is a complex multifaceted issue that is impacted by policies, attitudes, beliefs and understandings. While much has been accomplished in New Zealand in terms of guidelines in the form of the New Zealand Disability Strategy and acknowledgement and adoption of the United Nations
Convention on the Rights of People with Disabilities, full inclusion is still elusive. Some researchers consider that this may be due to the differing attitudes and beliefs
concerning disability. An examination of these attitudes and beliefs reveals that there are a number of different perspectives on disability that could be held by those drawn
together to study the complex real-world issue of inclusion. While these different
perspectives are necessary to develop a broad understanding of disability and the issue of inclusion, they also have the potential to hinder cross-disciplinary collaboration because of their different foci and understanding of the nature of reality. Commonalities between the perspectives both within and across disciplines and paradigms have the potential to build a basis of common ground that could help to promote cross-
disciplinary collaboration while real-constructivist understandings have the potential to provide a meta-perspective for the different disciplines to operate within to develop a multidimensional understanding of disability that may in turn help to promote inclusion. The lack of achievement of full inclusion and the diversity of understanding about the topic of disability would seem to indicate that the multifaceted complex real-world issue of building an inclusive society for all New Zealanders, in line with the New Zealand Disability Strategy (Minister for Disability Issues, 2001), is a suitable topic for the cross- disciplinary activity in this study.
3
3.6 Section Summary
This section has set the scene for the study by providing an outline of the research aim, research questions and background to the key concepts relating to cross-
disciplinary collaboration when studying complex real-world issues in chapter one. This section also presented the literature on the co-construction process that occurs in cross-disciplinary systems and the factors that hinder and promote cross-disciplinary collaboration and how to evaluate it in chapter two which addresses research
questions one and two. Chapter three set the scene for the case used to implement the cross-disciplinary approach designed in this study with a focus on building an inclusive society for all New Zealanders in line with the New Zealand Disability Strategy (Minister for Disability Issues, 2001). The next section considers the methodology and methods used in this study.
SECTION TWO
Methodology and Methods
Coming together is a beginning. Keeping together is progress. Working together is success.
Henry Ford.
This section covers the methodology and methods used in this study. It is divided into four chapters. Chapter four considers the research philosophy, gives an overview of design-based research through an exploration of the theoretical literature and examples of research in the field. Chapter four then outlines the methodological framework used to guide the study. Chapter five outlines the design process and considers the factors that need to inform the design of the cross-disciplinary approach based on the literature reviewed in chapter two. Chapter five then provides a
description of the approach in line with research question three. Chapter six considers the ethical considerations; the numbers, diversity and demographics of the participants; the recruitment process; and how the approach was implemented in this study.
Chapter seven outlines the evaluation process used including the data collection and analysis methods and addresses research question four.