Search results for ‘Subject term:"learning disabilities"’ Sort:
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Accessible information: think 'CAAPITT'
- Authors:
- OLDREIVE Warren, WAIGHT Mary
- Journal article citation:
- Learning Disability Today, 13(5), September/October 2013, pp.22-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article argues that when providing accessible information to people with learning disabilities, there are a number of important factors to consider if it is to be successful. The CAAPITT principles summarise these key consideration of: control, availability, accessibility, personalisation, inclusion, targeted and timely. The article draws on a number of studies on information accessibility. (Original abstract)
Commentary on “Enabling access to information by people with learning disabilities”
- Author:
- WALMSLEY Jan
- Journal article citation:
- Tizard Learning Disability Review, 18(1), 2013, pp.16-19.
- Publisher:
- Emerald
The author offers a commentary on Oldreive and Waight's article (Ibid p.5) on enabling access to information by people with learning disabilities. The article reflects on the issues raised by this paper, drawing on 25 years' experience and research and concludes that accessible information needs to be tailored to the individual and part of a wider approach to improving access. As the original paper states, formats for information provision need to be tailored to individual abilities and practitioners should not rely on “easy read”. The author notes that it is unlikely that any technology will replace support from skilled people and provides a reminder that translating information does not equate to inclusion.
Mental health crisis information for people with intellectual disabilities
- Authors:
- HEMMINGS Colin, OBOUSY Shaymaa, CRAIG Tom
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(3), 2013, pp.135-142.
- Publisher:
- Emerald
This study explores whether mental health crisis information could be modified to be made accessible and meaningful for people with intellectual disabilities. Personalized information to help in a mental health crisis was recorded on folded A4 sized sheets that could be carried in a conveniently sized wallet. Service users were recruited from the psychiatry of learning disabilities outpatient clinics in Croydon, UK. A total of 20 service user participants who had mild intellectual disabilities as well as mental health problems agreed to participate. Three quarters of the participants carried their crisis information wallets on a daily basis for six months before evaluation. They and their carers expressed positive feedback about them carrying the crisis information. No one carrying the information actually experienced a mental health crisis in the six months follow up period so their usefulness in such crises could not be evaluated. However, they were unexpectedly used in other non-mental health settings and reported to have been helpful. Although the sample size was small the findings suggested that the carrying of crisis information might be a helpful measure for some people with intellectual disabilities. A further, larger scale trial is warranted. (Edited publisher abstract)
‘I know, I can, I will try’: youths and adults with intellectual disabilities in Sweden using information and communication technology in their everyday life
- Authors:
- NÄSLUND Rebecka, GARDELLI Åsa
- Journal article citation:
- Disability and Society, 28(1), 2013, pp.28-40.
- Publisher:
- Taylor and Francis
This study investigated how technology forms part of a relationship that influences agency among people with disabilities. It examined the use of, and access to, information and communication technology (ICT), and agency among youths with intellectual disabilities. The study draws on empirical research conducted with 6 youths and adults, aged 15 to 20 years, with intellectual disabilities, as well as staff at a day centre. Findings revealed that by drawing upon interests, previous experiences, and cooperating in ICT activities, the participants’ agency changed. Results also showed how disability is relational and how it can be influenced by ICT. The authors concluded that ICT has meaning for the everyday lives of people with and without disabilities. ICT can make a contribution to the development of agency for people with intellectual disability. More specifically, it was shown by working with ICT tools and relating it to their own interests and previous experiences that the participants’ agency was influenced.
Enabling access to information by people with learning disabilities
- Authors:
- OLDREIVE Warren, WAIGHT Mary
- Journal article citation:
- Tizard Learning Disability Review, 18(1), 2013, pp.5-15.
- Publisher:
- Emerald
The authors argue that accessible information often fails to provide resources that benefit individuals, thus increasing their vulnerability and risk of exclusion form the decision making process. This paper summarises a new approach to information provision based on a screening protocol. The stages involved include; referral, screening (language and literacy), evaluation of reasoning, decision making on suitable formats and review of the formats employed. The paper begins by discussing what accessible information means and goes on to look at a number of widely used formats, such as easy read information, internet-based systems, talking mats and audio-DVD systems. Four individual case studies are discussed involving adults with learning disabilities and examining the processes of making information accessible to each them. Screening revealed that the four individuals required different mechanisms to maximise their ability to access information provided. The authors emphasise the importance of completing relevant screening, devising personalised materials and evaluating success in the development of accessible information. The framework they describe can be used to create an Accessibility Passport for each individual. The authors conclude that accessible provision is part of a much bigger and dynamic process; information is only meaningful if experience makes it real.