Persons with intellectual disabilities have the right to participate in knowledge production and in making decisions that affect their lives. However, their voices are often marginalized in research due to researchers’ failure to adopt accessible and inclusive data collection methods that accommodate diverse communication and expression. This chapter presents an account of my efforts to generate data from learners with intellectual disabilities in Kenya. Based on a case study exploring father involvement in the education of children with disabilities, data were collected through a focus group discussion (FGD) and draw and tell interviews with six learners. I document the methodological challenges of the FGD, which yielded limited insights and was dominated by a few participants. In contrast, the shift to draw and tell interviews enabled learners to express their experiences more fully. Key lessons include the importance of involving participants in decision-making, respecting their agency, maintaining flexibility, considering intersectional identities, and recognizing the power of art-based methods in building connections. Furthermore, I emphasize the need to prioritize participants’ own meanings and interpretations when employing methods like draw and tell interviews. This approach can offer an effective, inclusive method for capturing diverse perspectives, addressing gaps in traditional research methods, and promoting the inclusion of marginalized voices.