Search results for ‘Subject term:"learning disabilities"’ Sort:
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Symbols can improve the reading comprehension of adults with learning disabilities
- Authors:
- JONES F.W., LONG K., FINLAY W.M.L.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(7), July 2007, pp.545-550.
- Publisher:
- Wiley
This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each passage, they were asked questions to test their comprehension. A counterbalanced design was employed. Participants’ comprehension scores were significantly higher for the symbolized passages than the non-symbolized ones. It is concluded that adding symbols to written text can make comprehension easier for some adults with mild and borderline learning disabilities.
Oxleas “can you understand it?” group
- Author:
- CAN YOU UNDERSTAND IT GROUP
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(4), 2014, pp.268-270.
- Publisher:
- Emerald
Purpose: This paper describes the development and work of the “Can you understand it?” group, which supports services in developing accessible information for people with intellectual disabilities. Design/methodology/approach: Members describe their experiences of working with the “Can you understand it?” group. Findings: Group members found the group to be a positive experience. They report that they have supported a range of services in making information easier for people with intellectual disabilities to understand. Originality/value: This paper reinforces the importance of making information accessible to people with intellectual disabilities and that people with intellectual disabilities themselves should be involved in the process to assure quality. (Edited publisher abstract)
The recognition of web pages' hyperlinks by people with intellectual disabilities: an evaluation study
- Authors:
- ROCHA Tânia, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(6), November 2012, pp.542-552.
- Publisher:
- Wiley
The initiative for Web Accessibility (WAI) has defined a set of guidelines for designers concerned with accessibility issues. However, research has shown that these guidelines are insufficient to ensure people with intellectual disabilities have proper internet access. One of the most mentioned problems of web accessibility is related to the difficulty regarding the perception of what is or is not clickable in a web page. This study aimed to investigate the recognition of hyperlinks by people with intellectual disabilities, specifically asking whether hyperlinks in navigation menus are more perceptible with text or with images. The methodology was based on the direct observation, video recording, interview and data obtained by an eye tracker device. Ten participants with intellectual disabilities were divided into 2 groups and asked to perform 2 tasks in 2 websites. The first website presented an image navigation menu (INM), whereas the other one showed a text navigation menu (TNM). The tasks required each group to alternatively interact with the 2 different layouts. The findings clearly showed that images were more comprehensible than text, especially for the participants with reading difficulties.
A decade on: what have we learnt about supporting women with intellectual disabilities through the menopause?
- Author:
- WILLIS Diane S.
- Journal article citation:
- Journal of Intellectual Disabilities, 12(1), March 2008, pp.9-23.
- Publisher:
- Sage
- Place of publication:
- London
Carr and Hollins highlighted the paucity of research on the menopause in women with intellectual disabilities and, 10 years on, this area still remains poorly researched. Work exploring the age of onset of the menopause has suggested that the menopause is earlier in this group of women, but studies exploring what women with intellectual disabilities understand and experience during the menopause are limited. In this Scottish study 15 women with mild to moderate intellectual disabilities were interviewed using a semi-structured interview on a one-to-one basis about their knowledge and understanding of the menopause. Findings revealed limited accessible information about the menopause and a paucity in the women's knowledge and understanding about the menopause. This suggests a need for more accessible information, in order to increase understanding and awareness of the menopause in these women.
Accessible website content guidelines for users with intellectual disabilities
- Authors:
- KARREMAN Joyce, van der GEEST Thea, BUURSINK Esmee
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(6), November 2007, pp.510-518.
- Publisher:
- Wiley
The W3C Web Accessibility Initiative has issued guidelines for making websites better and easier to access for people with various disabilities (W3C Web Accessibility Initiative guidelines 1999). The usability of two versions of a Dutch website (a non-adapted site and a site that was adapted on the basis of easy-to-read guidelines) was tested with two groups of 20 participants. One group had intellectual disabilities but could read, the other group had no identified intellectual disabilities. In a 2 × 2 experimental design, it was investigated whether the easy-to-read website was indeed better accessible and usable for the participants with intellectual disabilities. The adaptation of the website worked well for participants with intellectual disabilities. Users without identified intellectual disabilities were as effective with the adapted site as they were with the non-adapted site. The results form an empirical basis for recommendations about applying guidelines for easy-to-read text on websites for people with intellectual disabilities.
Accessible information for people with intellectual disabilities: do symbols really help?
- Authors:
- PONCELAS Angela, MURPHY Glynis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(5), September 2007, pp.466-474.
- Publisher:
- Wiley
Recently, symbols have been used to increase understanding of written information for people with intellectual disabilities, yet the effectiveness of this remains largely untested. This study was undertaken around the time of an election and it aimed to test whether a symbol-based manifesto increased the understanding of this material for people with intellectual disabilities. Two versions of a simplified manifesto were produced: one text-based and the other symbol-based (with text). Thirty-four adults with intellectual disabilities attending three day centres in Kent, participated in the study. Participants were randomly assigned to two groups: one received the text-based information, and the other the symbol-based information (with text). Participants were asked a series of questions about the material, both immediately (time 1) and a short time afterwards (time 2), to assess understanding (the material was in front of them throughout). Both versions produced relatively low levels of understanding. The group with symbols (and text) showed no better understanding than the group with text only. However, those with better language comprehension scores and those with better reading skills tended to show a higher understanding of the manifesto, in both groups. In the symbols group, those who said they had seen symbols before also showed significantly better understanding of the material at time 2. This study suggests that the addition of symbols to simple texts does not necessarily improve people's understanding of it. It is proposed that a closer examination of people's understanding of symbols should be made and ways of improving this understanding investigated.
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.
Learning difficulties
- Author:
- WARD Linda
- Journal article citation:
- Research Matters, 19, April 2005, pp.23-28.
- Publisher:
- Community Care
Reports on the Medical Matter research project, undertaken by the Norah Fry Research Centre, University of Bristol in partnership with Aspects and Milestones Trust and HFT (a local and national learning difficulties services provider respectively) to investigate the understanding people with learning difficulties and their carers have about the psychotropic medication they are prescribed. Five co-researchers were recruited to work along the Norah Fry team and a sample of 21 people with learning difficulties took part in the study. Results found that most people with learning difficulties knew little about their medication and if they did receive information it was usually through their carer. Offers recommendations for improving practice.
Learning difficulties
- Author:
- WARD Linda
- Journal article citation:
- Research Matters, 18, October 2004, pp.25-32.
- Publisher:
- Community Care
Asks how much, 3 years after publication, the white paper 'Valuing people' has translated into practice on the ground. Summarises the 'Making Valuing people work' project. Discusses information presentation, the spirit of co-operation, and the influence of the board chair. Lists points for practice on user and carer involvement, and how good the partnership board is in involving carers, and key points.