Search results for ‘Subject term:"learning disabilities"’ Sort:
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A commentary on "First-hand experience of accessible information"
- Author:
- BUELL Susan
- Journal article citation:
- Tizard Learning Disability Review, 20(2), 2015, pp.88-91.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Clare Mander's paper on people with learning disabilities’ first-hand experience of accessible information. Design/methodology/approach: The commentary reflects on some of the findings presented by Mander and builds on these, with particular emphasis on what it means to understand information. Findings: Everything from initial product design to building capacity and constructing knowledge requires expertise and attention to detail. (Edited publisher abstract)
Accessible information reconceived
- Author:
- OLDREIVE Warren
- Journal article citation:
- Learning Disability Today, 14(5), September/October 2014, pp.22-24.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The authors discuss the provision of accessible information to people with learning disabilities.They illustrate the importance of considering issues other than format, and argue that it should be a holistic person-centred process if it is to be truly effective. This process should begin by understanding what the person needs to understand and how much detail is required. There is also a need to agree and set information targets which outline what a person should be able to understand at a given point. As well as being written in an accessible way, the information should also be available when required. Involving people in developing material will also increase the chances of success. (Publisher abstract)
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)
Making written information easier to understand for people with learning disabilities: guidance for people who commission or produce easy read information: revised edition 2010
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 37p.
- Place of publication:
- London
- Edition:
- Rev. ed.
Good practice guidance on commissioning and preparing easy read information for people with learning disabilities. Main areas covered include: defining easy read, commissioning material, and involving people with learning disabilities. Short case study examples are included. An additional section briefly covers other formats, such as audio, video/DVD, or interactive CD-ROMs or webpages. Annexes cover: Guidelines for producing Easy Read; Supplementary guidelines for professional typesetting and printing. The document is primarily at local and national public sector organisations who produce public information specifically for people with learning disabilities.
How to make information accessible: a guide to producing easy read documents
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2009
- Pagination:
- 46p.
- Place of publication:
- Leeds
This guidance produced by the National Equality Partnership and CHANGE, a national organisation led by disabled people, aims to make written information accessible to those who may find reading and writing difficult. Central to this is the belief that people who have learning difficulties have the expertise and knowledge to prepare such a document, and have done so with this guide. Here, accessible information means easy words and pictures, a style of language developed by people with learning disabilities over the past 15 years. Characterised by writing in short, simple sentences without jargon or hard words, clear and easy to understand pictures are used to support words, with an added value of helping those who do not have English as a first language. It takes time and money to create information to the easy words and pictures standard, so it is important to choose carefully which documents to use. It is suggested that some information could be made more accessible by the use of other, cheaper methods such as multimedia. The authors define jargon and hard words, detail laws such as the 1995 Disability Discrimination Act (DDA) and the 2006 Disability Equality Duty (DED) and advise on involving people with learning disabilities on how to improve accessibility and presentation of documents. Presented throughout, in the style of easy words and pictures, practical advice is given on how to prepare a document with a checklist and examples of good practice concluding the text.
Writing it ourselves
- Authors:
- WYRE FOREST SELF ADVOCACY, TARLETON Beth
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.65-69.
- Publisher:
- Wiley
Describes how a group of self advocates wrote a book for young people with learning disabilities, discussing each stage of the writing and development process. The book is entitled 'Active Advocates' and is about how to set up a self advocacy group for young people with learning disabilities. Its aim is to show that people with learning disabilities can make easy information for other people with the same condition. It also shows how making information helped the self advocates develop skills, how proud it made them feel and much it was considered important for people with learning disabilities to be involved in making 'easy information'.
‘It's about a dialogue...’ Working with people with learning difficulties to develop accessible information
- Authors:
- WARD Linda, TOWNSLEY Ruth
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.59-64.
- Publisher:
- Wiley
Examines the importance of targeting information needs to match that of people with learning disabilities. It is argued that a partnership between 'expert' or experienced information user and those new to the area can be forged, but that it needs to occur throughout every stage of information production. Evaluating the information after it is produced is also highlighted as important. In conclusion the author reviews how working in partnership has both costs and benefits. The article is based on experience from the Information for All project.
Do people with intellectual disabilities understand their prescription medication? A scoping review
- Authors:
- SMITH Megan V. A., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1375-1388.
- Publisher:
- Wiley
Background: People with intellectual disabilities are more likely to experience poor health than the general population and are frequently prescribed multiple medications. Therefore, it is important that people with intellectual disabilities understand their medication and potential adverse effects. Method: A scoping review explored people with intellectual disabilities' knowledge of prescription medications, their risks and how medication understanding can be improved. Results: Ten journal articles were included. People with intellectual disabilities often lacked understanding of their medication, including its name, purpose and when and how to take it. Participants were often confused or unaware of adverse effects associated with their medication. Information was sometimes explained to carers rather than people with intellectual disabilities. Some interventions and accessible information helped to improve knowledge in people with intellectual disabilities. Conclusion: There is a need for accessible and tailored information about medication to be discussed with people with intellectual disabilities in order to meet legal and best practice standards. (Publisher abstract)
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)
Inclusion and accessibility
- Author:
- BOX Leandra
- Journal article citation:
- Disability, Pregnancy and Parenthood International, 71, Winter 2010, pp.10-11.
- Publisher:
- National Centre for Disabled Parents
As part of the Strengthening Families, Strengthening Communities parent programme, resources were developed to meet the needs of parents with learning disabilities. An overview of the project is provided, with information on developing the accessible manual, recommendations to consider when working with parents with learning disabilities and feedback from the parents themselves. The project was developed by the Race Equality Foundation in partnership with learning disability organisation CHANGE.