Exploring the Process and Potential of Photovoice with Culturally and Linguistically Diverse Adults with Intellectual/Developmental Disabilities

Abstract

Research on the Photovoice process has been conducted with both culturally and linguistically diverse individuals and individuals with intellectual and/or developmental disabilities. However, few studies have explored the process and outcomes of Photovoice with individuals who are both culturally and linguistically diverse and have an intellectual and/or developmental disabilities. The purpose of this study was to expand on the paucity of research on the implications of using Photovoice as a method of facilitating communication among culturally and linguistically diverse adults with intellectual and/or developmental disabilities, community leaders, and decision-makers. More specifically, the Photovoice process was explored as a means of identifying the strengths and needs of a group to help its members communicate critical issues to community leaders. Rather than relying solely on researchers and cultural outsiders to gather data, this research empowered the participants to reflect on their experiences with the chosen topic and share their knowledge and stories with people in their community. The research methods include both grounded theory and participatory action research. Specifically, the data collection and analysis methods of grounded theory were combined with a participatory action research method, Photovoice, to explore and develop a theoretical model of the experiences and perceptions of both culturally and linguistically diverse adults with intellectual and/or developmental disabilities using the Photovoice method and the perceptions of community members and decision-makers about using Photovoice as a tool for marginalized groups to communicate their strengths, issues, and needs. The findings from this study suggest a positive reception from both the research participants and the community members. The Photovoice process created a space for culturally and linguistically diverse individuals with intellectual and/or developmental disabilities to explore, document, and communicate their strengths and concerns with their community members. The implications for researchers and service providers was that the Photovoice process provided a means for empowering people with I/DD to share their experiences and perspectives, encouraged the development of a sense of community, and cultivated the growth of new skills.