Search results for ‘Subject term:"learning disabilities"’ Sort:
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Accessible websites – what is out there?
- Authors:
- WAIGHT Mary, OLDREIVE Warren
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.122–129.
- Publisher:
- Wiley
This study aims to outline a time-related study to identify UK websites providing information for people with learning disabilities and to evaluate the websites to determine strengths and weaknesses. Following a brief review of literature, a series of criteria were drawn up to evaluate websites for people with learning disabilities. Eighty-three identified sites were organised and allocated to categories based on function. Of these, 19 websites were deemed to have been created for people with learning disabilities to access. These were reviewed using the following criteria: how site was accessed; how navigation occurred within the site; whether literacy was required; how different compensatory strategies were incorporated including images, video and audio. The assessment criteria revealed a marked inconsistency within the websites in the areas examined. Differences in website design are discussed and suggestions of possible ways forward made to facilitate access for people with learning disabilities. (Publisher abstract)
Easy Information about research: getting the message out to people with learning disabilities
- Authors:
- GOODWIN Julian, et al
- Journal article citation:
- British Journal of Learning Disabilities, 43(2), 2015, pp.93-99.
- Publisher:
- Wiley
This paper discusses the provision of easy information about research to people with learning disabilities, their families and supporters. The authors explore some different ways they have used over the past 25 years, to make sure that research has the greatest impact both in the UK and abroad. The authors discuss first the process of providing easy-read versions of research at the Norah Fry Research Centre, where two of us, Goodwin and Townsley, worked on a series called Plain Facts funded by the Joseph Rowntree Foundation. The authors have always used different media such as audio, but more recently, have started to use video as a way of getting information out to people with learning disabilities. They aim to present the ‘easy information’ work done at Norah Fry, to reflect on its impact, and set it within the context of the move towards accessible information more generally, questioning some of the premises about ‘impact’ on which accessible information is based. (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.
No empowerment, no comment
- Author:
- WARD Linda
- Journal article citation:
- Community Care, 3.6.99, 1999, pp.26-27.
- Publisher:
- Reed Business Information
The UK self-advocacy movement for people with learning difficulties is burgeoning and service providers are beginning to take notice. Explains how the decibel level has risen.
Family factors associated with participation of children with disabilities: a systematic review
- Authors:
- ARAKELYAN Stella, et al
- Journal article citation:
- Developmental Medicine and Child Neurology, early cite 6 January 2019,
- Publisher:
- John Wiley and Sons
Aim: The aim of this review was to synthesize empirical evidence of family factors associated with participation of children with disabilities aged 5 to 12 years to inform the development of family‐centred participation‐fostering interventions. Method: A systematic search was performed for articles published in English between 2001 and 2017 in MEDLINE, PsycINFO, CINAHL, Scopus, and ASSIA following the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) guidelines. Quality of evidence was appraised using the Research Triangle Institute Item Bank. Family factors associated with participation were identified and assessed using a multistage ‘semi‐quantitative’ approach. Results: Thirty studies were included in the review. Four non‐modifiable ‘status’ factors consistently associated with participation were parental ethnicity, parental education, family type, and family socio‐economic status. Six modifiable ‘process’ factors with consistent associations with participation were parental mental and physical health functioning, parental self‐efficacy beliefs, parental support, parental time, family preferences, and activity orientation. Interpretation: Rehabilitation professionals should direct their focus towards modifiable family factors as primary targets for family‐centred interventions. Strategies that can improve families’ access to information, counselling, and community support services are likely to support children's participation by empowering families and optimizing their health and well‐being. (Edited publisher abstract)