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Book

Am I making myself clear?: Mencap's guidelines for accessible writing

Author:
MENCAP
Publisher:
MENCAP
Publication year:
2000
Pagination:
28p.
Place of publication:
London

This pamphlet gives advice about how to write with consideration for people with cognitive impairments and learning difficulties.

Journal article

Sounds of silence: narrative research with inarticulate subjects

Authors:
BOOTH Tim, BOOTH Wendy
Journal article citation:
Disability and Society, 11(1), March 1996, pp.55-69.
Publisher:
Taylor and Francis,

Addresses the challenge of using narrative methods with people who have learning difficulties. Such informants present four particular interviews problems: inarticulateness; unresponsiveness; a concrete frame of reference; and difficulties with the concept of time. The authors focus on the first two of these problems and argue that neither of them constitutes an insuperable barrier to people telling their story. Drawing on detailed interview material from an informant with learning difficulties, the authors set out to show in practical terms how these problems might be tackled, emphasising in particular the importance of being attentive to what goes unsaid. Concludes that researchers should put more emphasis on overcoming the barriers that impede the involvement of inarticulate subjects in narrative research instead of dwelling on their limitations as informants.

Book

Life without jargon: how to help people with learning difficulties understand what you are saying

Author:
MOFFATT Virginia
Publisher:
Choice
Publication year:
1996
Pagination:
67p.,list of orgs.,bibliog.
Place of publication:
London

Draws together practical information on how to make information accessible to people with learning difficulties.

Book

Face to face: communicating with people who do not use language

Author:
PUDDICOMBE Bill
Publisher:
Values into Action
Publication year:
1995
Pagination:
39p.
Place of publication:
London

Looks at the problems raised by lack of communication, dealing specifically with people with learning difficulties who do not use language. Suggests positive ways of working with and communicating with this user group.

Journal article

Peer-tutoring of manual signs by adults with mental handicaps

Authors:
HOOPER Helen, BOWLER Dermot M.
Journal article citation:
Mental Handicap Research, 4(2), 1991, pp.207-215.
Publisher:
BIMH Publications
Journal article

Taking the tablets

Author:
REEVES Dot
Journal article citation:
Learning Disability Today, 15(2), March/April 2015, pp.16-17.
Publisher:
Pavilion
Place of publication:
Hove

As tablet computers grow in popularity and use, people with learning disabilities are increasingly experiencing the benefits they can bring. This article looks at how tablet computers can be used to help improve communication, increase empowerment and give people with learning disabilities a greater voice in their community. The article includes ten tips for using tablet computers with people with learning disabilities and presents a short case study on the use of tablets to help support workers and service users to learn Makaton. (Original abstract)

Journal article

Another way of looking

Authors:
CAMERON Colin, TOSSELL David
Journal article citation:
Social Work Education (The International Journal), 31(2), March 2012, pp.241-245.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA

This article presents the dialogue from a discussion that emerged in response to a dilemma faced by an experienced social work lecturer in planning an introductory life course lecture about people labelled as having learning disabilities. The dilemma related to whether or not to begin with a quote from a parent reflecting on her own feelings shortly after her twin children, aged six months, had been identified as having a congenital impairment. The dialogue in the article was made 13 years later, and involved a recollection of how the mother had felt when seeing a display of skipping ropes in a department store. A discussion ensued concerning how ways of thinking about impairment can be informed by the affirmative model of disability, a recent theoretical development within disability studies. The aim is to illustrate the application of the affirmative model and to provide disabled people/social workers/families with a theoretical tool with which to look differently at impairment and disability and to challenge some traditional assumptions and practices.

Journal article

More than words

Author:
FRY Suzanne
Journal article citation:
Learning Disability Today, June 2012, pp.26-27.
Publisher:
Pavilion
Place of publication:
Hove

This article describes the journey of ‘Ben’ who contracted measles at the age of five leaving him with a damaged brain, resulting in learning difficulties. Frustrated by not being able to communicate, Ben became disruptive and unmanageable, forcing his parents to place him in a residential care home in Hampshire. Ben was taken to a speech therapist for an assessment, where he was introduced to a programme run by Lancaster University that was using a communication aid called ‘Orac’, which plays pre-recorded messages to others. This article describes how Orac has enabled Ben to live a more fulfilling life, even enabling the use of telephones to talk to his family.

Book Full text available online for free

Total Communication: person centred thinking, planning and practice

Authors:
WILLIAMS Kim, MATTHEWS Alison, SKELHORN Louise
Publisher:
HSA Press
Publication year:
2010
Pagination:
14p.
Place of publication:
Stockport

This booklet looks at different ways of communicating for people with learning disabilities. Total communication is defined as communicating in any way you can. Basic tips are provided in the following sections: the communication model; pre verbal, pre intentional and gesture; objects; photographs, line drawings and symbols; signing; spoken language; and written language.

Journal article

Lines of communication

Author:
-
Journal article citation:
Learning Disability Today, 9(3), May 2009, pp.28-30.
Publisher:
Pavilion
Place of publication:
Hove

Three students on the learning disability studies degree programme discuss their experiences of attending a placement working with children or adults with learning disabilities. They emphasise the importance of good communication.

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