Guide | Securing research data studying with support needs
” Education without barriers requires knowledge that is not lost.”
Securing research data on studying with support needs is not a luxury, but a necessity. Only by structurally capturing, sharing and applying it can research contribute to lasting improvements in accessible and inclusive education.
More and more institutions are researching the experiences and needs of students with support needs. Think of questions about accessibility, guidance, digital learning resources or internships. These data offer valuable insights for policy development and quality assurance. Yet there is a risk: research data become fragmented, are not shared adequately or disappear when staff changes. As a result, knowledge is lost and students are not optimally supported. Securing research data ensures that insights remain permanently available and contribute structurally to inclusive educational development.
Who is it intended for?
Education administrators and policy makers: they use research data to formulate and evaluate policy.
Teachers and tutors: research findings help them better understand students with support needs and provide appropriate guidance.
Quality care staff: research data are crucial in the Plan-Do-Check-Act cycle and in visitations.
Students (representatives): access to research results allows them to actively think and contribute to improvement.
How do you safeguard research data?
1. Centralized storage and accessibility
Provide a central, secure place where research results are stored (e.g., in a research database or internal knowledge base). Accessible to employees who work with them, with clear agreements on use and privacy.
2. Clear documentation
For each study, record: purpose, target audience, methodology, outcomes and recommendations. This keeps the context clear, even when people change positions.
3. Privacy and ethics
Students with support needs often share sensitive information. Therefore, data processing must comply with AVG guidelines: anonymize where possible, explicitly record consent, and share only what is relevant and permissible.
4. Continuity and transfer
Ensure that research findings do not remain person-centered. Create processes where knowledge is transferred within teams and incorporated into policy and quality documents.
5. Active utilization
Data have value only when they are used. Ensure that research results are translated into policy recommendations, teacher training and improvement actions in teaching practice.
What does assurance provide?
Sustainable knowledge building: insights remain available and are enhanced by new research.
Policy continuity: research findings are a foundation for structural improvements.
Transparency and accountability: institutions can demonstrate how they are working toward inclusive education.
Increased student confidence: they see that their experiences are taken seriously and lead to concrete improvements.
