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An investigation of the delivery of health-related accessible information for adults with learning disabilities
- Author:
- MANDER Clare
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.15-23.
- Publisher:
- Emerald
Purpose: People with learning disabilities often require support to fully understand information produced in an accessible format. What happens during the delivery of accessible information (AI) is largely unknown. The purpose of this paper is to examine the implementation stage of the AI process. Design/methodology/approach: Two community-based learning disability nurses and two people with learning disabilities took part in a non-participant observational study of the naturally occurring conversations that took place during the delivery of health-related AI. Conversation analysis was used to explore both vocal and non-vocal behaviours. Findings: Three clusters of episodes were identified: providing the AI, topic development, and consent. The use of AI appeared to provide a script for the delivery of the information; however, practical considerations of topic development and tailoring resources to the individual were evident. For sensitive conversations the use of shared experience and challenges in judging comprehension were apparent. Contradictory goals in the decision-making process were highlighted, presenting potential ethical dilemmas. Originality/value: The delivery of AI allowed for personalisation and appeared to support understanding; however, this was partly reliant on mutual empathy between the nurse and their client. (Publisher abstract)
First-hand experience of accessible information
- Author:
- MANDER Clare
- Journal article citation:
- Tizard Learning Disability Review, 20(2), 2015, pp.80-87.
- Publisher:
- Emerald
Purpose: This purpose of this paper is to report on primary research which investigated the first-hand experience of producing and implementing accessible information (AI). Design/methodology/approach: In total, 18 participants were recruited for a qualitative scoping exercise from four distinct sampling groups: adults with learning disabilities; specialist learning disability service staff; mainstream NHS and local authority staff; and speech and language therapists. Each participant took part in a semi-structured focus group or interview which explored their range of skills, knowledge and attitudes relating to AI. Findings: Framework approach to thematic analysis led to three main classifications: ideology of AI, AI practice and the outcomes of delivering AI. First-hand experience varied across the stakeholders, highlighting differences in the operationalisation of national policies and legislation. Originality/value: The data supported the notion of AI as a multifaceted process; although the practice of delivering accessible resources appeared less advanced than accessible resource production. (Publisher abstract)