Forschungsethik, Barrierefreiheit und inklusive Forschung in der Kommunikationswissenschaft

This paper explores the relationship between research ethics and methodological requirements, as well as accessible and inclusive research in communication studies. Various perspectives are adopted and discussed, contrasted with current studies. Inclusion and accessibility have many overlaps, but the terms and concepts are not identical. For example, there are requirements for technical accessibility that do not, or only indirectly, serve inclusion. Questions about the inclusion of certain groups of people sometimes have nothing to do with accessibility. Therefore, the paper focuses on areas at the intersection of the requirements of research ethics, inclusion, and accessibility concerning communication research and education.

For the authors, research ethics involves reflecting on and weighing one’s own actions as well as the rights and interests of research participants. The demand for justice is conceptually central to this discussion and is related to inclusion and accessibility. Regarding research ethical principles, the codes of ethics in communication studies emphasize self-determination, the avoidance of harm, and justice as central principles. These principles aim to ensure that all people, regardless of their limitations or disabilities, can participate fairly in research. However, implementing justice in everyone’s research practice is time-consuming and resource intensive. Therefore, research ethical considerations primarily challenge researchers to rethink their research methods and actions to align with the principle of justice. Access and comprehensibility for all people are research ethics requirements that directly relate to and demand accessibility. On the other hand, accessibility contributes to promoting the inclusion of those affected by exclusion.

The relevance of our paper also arises from the number of those affected. In Europe, more than 87 mio people are affected by disabilities. These individuals have a 50% higher risk of social exclusion. Depending on the perspective, at least one-fifth of people living in Germany are thus hindered by barriers or excluded from social life and public communication. Particularly vulnerable and marginalized groups require special consideration to address their specific needs and ensure fair participation. Therefore, the paper concludes that they should also be adequately considered in research, especially if socio-political decisions are to be evidence-based. The universal normative framework for this is the 2006 UN Convention on the Rights of Persons with Disabilities. The Disability Equality Act (Behindertengleichstellungsgesetz) formulates the legal framework in Germany for accessible and inclusive research. This obligates the public sector and consequently researchers at universities and universities of applied sciences to ensure accessibility and enable equal participation in research for people with disabilities. Additionally, the Accessibility Strengthening Act (Barrierefreiheitsstärkungsgesetz) will require private companies to implement digital accessibility from 2025 onwards.

Here, the paper at hand links to a survey conducted within the scientific community regarding these regulations and changes. The results show that most legal requirements for accessibility in the field are hardly known, and practical implementation is often challenging. Many respondents stated that they consider accessibility an important requirement, but they often lack the necessary resources and training for its implementation. Compared to other methodological or practical research requirements, questions of accessibility are perceived as significantly less relevant. This finding is supported by the results of a systematic literature review on inclusion in communication research. Inclusion in communication studies has been marginally addressed in the field’s publications over the past 20 years. Only a few studies explicitly dealing with the inclusion of people with disabilities could be identified. However, a best-practice example of an inclusive study conducted in collaboration with people with disabilities demonstrates how this can succeed in communication studies.

Overall, the paper demonstrates that implementing accessibility and inclusion in research is a significant challenge for both research and teaching. From a research ethical perspective, this means that communication research methods must adapt to the specific needs of people with disabilities. Modern technologies such as assistive online tools and artificial intelligence may offer numerous possibilities to reduce barriers and promote inclusive research. On the other hand, the research ethical right to participation can conflict with the freedom of science, research, and teaching, as the obligation to accessibility affects the content design of research. This raises specific questions for research and teaching practice that should be discussed within the professional community and its specialist groups. Therefore, the article’s findings underscore the need for increased research and awareness of accessibility and inclusion in communication studies.