Engaging Children With Disabilities in Family Life Research Through Inclusive and Visually Supported Workshops

ABSTRACT This article presents a methodological study examining how inclusive, visually supported workshops can facilitate the participation of children with disabilities in research on family life. The study demonstrates how the combined use of visual structuring, sensory‐aware pacing and relational scaffolding can expand communicative possibilities for children whose perspectives are often marginalised in research. Conducted in Denmark and Indonesia as part of an international project on child–parent separation and alternative care, the study is informed by a child rights–based framework and a critical disability studies perspective. The findings illustrate how visual, structured and inclusive workshop designs support children's expression and articulation of experiences related to family relationships, safety and well‐being. The article discusses the methodological implications of multimodal and sensory‐aware approaches, outlining concrete strategies for accessible and meaningful engagement. By foregrounding diverse expressive repertoires, the study offers a methodological contribution to inclusive qualitative research with children with disabilities and has direct implications for child and family social work research and practice.