ABSTRACT
Introduction This chapter discusses research which has been carried out at one location, that of a special school for children with multiple impairments in Scotland. 1 It describes the process through which one member of the research team (John) with support from others on the team (Nick and Sarah) developed a reflexive approach which enabled him to interact with a number of children who employed a variety of forms of verbal and non-verbal communication.2 It illustrates that the reflexive process requires children's researchers to explore their preconceptions concerning children's cultures.
