Inclusive Peer Review

In this case study, Jan Walmsley presents an innovative peer review initiative at the British Journal of Learning Disabilities that meaningfully includes adults with learning disabilities in the academic publishing process. The project recruits individuals with lived experience to review submitted articles and meet directly with the authors to discuss their feedback, creating a dialogical and inclusive model of academic exchange.

This collaborative approach benefits all involved. Reviewers gain access to new ideas and feel valued for their contributions, while authors receive insightful feedback that challenges them to make their work clearer, more accessible, and more grounded in real-world experience. The initiative not only supports individual inclusion but has also prompted the journal to revise its policies, placing greater emphasis on accessibility and co-production within its editorial practices.

This project exemplifies co-creation and collaboration by redefining expertise in academic knowledge production. Rather than limiting peer review to university-affiliated academics, the model expands the circle of contributors to include people whose perspectives are often excluded from scholarly discourse. It also illustrates how accessibility can be actively built into every stage of research and publishing—not just communication, but evaluation too.

Watch Jan discuss the initiative in this YouTube video: Co-production in research – Jan Walmsley