Search results for ‘Subject term:"learning disabilities"’ Sort:
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Making information easier for people with learning disabilities
- Authors:
- RODGERS Jackie, NAMAGANDA Syson
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.52-58.
- Publisher:
- Wiley
This article describes the methods used in the 'Information for All' project which aimed to create guidance on making information easier for people with learning disabilities. The research was carried out by the Norah Fry Research Centre and the Royal National Institute of the Blind (RNIB) multiple disability service. The researchers and people with learning disabilities worked together to interview information providers about approaches they had used, to carry out a literature review and to create guidance on how to make information easier. Key findings from the project were the necessity of a clear aim when planning information, the need to consider carefully the best format or media for sharing your message and most importantly, to work with your intended audience when creating information. The article goes on to discuss the importance of making information appropriate for all sections of the community, including people from black and minority ethnic groups.
The Information for All project
- Author:
- RODGERS Jackie
- Journal article citation:
- Focus, 42, May 2005, pp.3-5.
- Publisher:
- RNIB
The author reports on the 'Information for All' project, which was carried out by researchers at the Norah Fry Research Centre in Bristol and RNIB Multiple Disability Team, in partnership with people with learning disabilities. The research aimed to provide guidance on making information accessible to people with learning difficulties. The article describes the process of carrying out the research and outlines the main sections of the resulting guidance produced.
Action for health: health action plans and health facilitation: detailed good practice guidance on implementation for learning disability partnership boards
- Authors:
- RODGERS Jackie, et al
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2002
- Pagination:
- 73p., bibliog.
- Place of publication:
- London
This good practice guidance explains how people can be supported to access the health care they need from both primary care and other NHS services. It shows how personal health action plans can help to improve the health of all people with learning disabilities.
Menstrual problems experienced by women with learning disabilities
- Authors:
- RODGERS Jackie, LIPSCOMBE Jo, SANTER Miriam
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.364-373.
- Publisher:
- Wiley
Menstruation appears to be problematic for women with learning disabilities, yet there has been little quantitative research on their experiences, or comparisons with other groups of women. This paper considers the nature and extent of menstrual problems experienced by women with learning disabilities. The data reported here come from a cross-sectional postal questionnaire survey conducted with carers of 452 women in the United Kingdom, aged 14–55 years, who had learning disabilities. Women with learning disabilities appear to be as likely to experience menstrual problems as other women. However, such problems may be experienced differently and more negatively and may not always be recognized appropriately. More attention needs to be given to menstrual problems experienced by women with learning disabilities, both in research and in practice. It is particularly important that women with learning disabilities be supported to play a central role in recognizing and defining the problems they experience.
The nature and extent of help given to women with intellectual disabilities to manage menstruation
- Authors:
- RODGERS Jackie, LIPSCOMBE Jo
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(1), March 2005, pp.45-52.
- Publisher:
- Taylor and Francis
Menstruation has been shown to be problematic for many women with intellectual disabilities. There has been a greater focus on menstrual suppression or elimination than on help and training to manage menstrual care successfully. A cross-sectional questionnaire survey was conducted in England to investigate the help and training currently given to women with intellectual disabilities. Results found 29 percent of the women had never been given the opportunity to learn how to manage their own menstrual care. Where someone had tried to teach the woman, this was most often her mother. Carers were giving considerable amounts of assistance with menstrual care, although some of the women with more profound disabilities were able to manage menstrual care independently. The authors argue that all women with intellectual disabilities should have the chance to manage or assist with their own menstrual care, backed by a strategic approach to menstrual education and support.