A number of studies have pointed to the difficulty of involving people with learning difficulties in research data analysis. This article explores a range of methodological issues arising from a research project that involved a group of six people with learning difficulties in researching aspects of their own lives. The main results of that project are published elsewhere. This article examines how the participants were included in the process of data analysis and the researcher's role in developing the analysis with the participants' assistance. The importance of the researcher listening to participants, taking time to reflect with participants, recognizing the significance of apparent trivia, data interpretation and the value of silence are considered in detail.
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