Search results for ‘Subject term:"learning disabilities"’ Sort:
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More than pictures: who sets the agenda for sexuality education for people with learning disabilities?
- Author:
- OLSEN Angela
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.66-70.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Cameron and Matthews’ paper “More than pictures: developing an accessible resource”. Design/methodology/approach: It reflects on how much people with learning disabilities are involved in research and resource development and how the attitudes of caregivers impact on how people learn about sexuality. Findings: Most published research is written by people who do not have learning disabilities but people with learning disabilities are taking part in research and they are making changes to the way things happen. Parents, educators and caregivers are often reluctant to discuss sexuality with people with learning disabilities and this affects how much people can understand about it. Originality/value: This paper argues for greater involvement of people with learning disabilities in research processes. (Publisher abstract)
Easy read and accessible information for people with intellectual disabilities: Is it worth it? A meta-narrative literature review
- Authors:
- CHINN Deborah, HOMEYARD Claire
- Journal article citation:
- Health Expectations, 20(6), 2017, pp.1189-1200. Online only
- Publisher:
- Wiley
Background: The proliferation of “accessible information” for people with intellectual disabilities in UK health care has accelerated in recent years, underpinned by policy guidance alongside the recent introduction of mandatory standards. However, questions have been raised as to the impact of such resources as a means of enhancing involvement in health care and addressing health inequalities. Objective: To review and synthesise the evidence from different approaches used to evaluate the impact of accessible information for people with intellectual disabilities using a meta-narrative approach. Search strategy: Literature searches were iterative and incorporated formal databases, grey literature and hand searches alongside more intuitive and opportunistic methods. Inclusion criteria: Included English language papers published before December 2015 described the design and evaluation of written information adapted for adults with intellectual disabilities. Data extraction and synthesis: The authors organised the papers into five groups according to similarity in authors’ writing styles and presentation, epistemology and theoretical foundations, aims and methodologies, professional and organisational identities. Main results: The 42 included papers in the five groupings occupied diverse positions on (i) public communication vs individualised materials, (ii) literacy as contextualised skills vs social practices and (iii) the expertise of patients vs professionals. There was limited evidence for the impact of accessible health information, notwithstanding the potential benefits associated with their creation. Conclusions: Individually tailored information is more likely to meet personalised health information needs for people with intellectual disabilities. The emergence of different social formations in the creation of accessible information has potential for advancing engagement of diverse groups. (Edited publisher abstract)
Accessible information specification v.1.1
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 62
- Place of publication:
- Leeds
This Accessible Information Standard defines a specific, consistent approach to identifying, recording, flagging, sharing and meeting the information and communication support needs of patients, service users, carers and parents with a disability, impairment or sensory loss. The Standard applies to service providers across the NHS and adult social care system. Commissioners of NHS care and publicly-funded adult social care must also have regard to this standard, in so much as they must ensure that contracts, frameworks and performance-management arrangements with provider bodies enable and promote the Standard’s requirements. This document is the reissued (version 1.1) Specification for DCB1605 Accessible Information. (Edited publisher abstract)
Learning how to be (a) patient: visual analysis of accessible health information leaflets for people with intellectual disabilities
- Author:
- CHINN Deborah
- Journal article citation:
- Disability and Society, 32(10), 2017, pp.485-1509.
- Publisher:
- Taylor and Francis
Creation of jargon-free Easy Read health texts, incorporating carefully chosen words and images, is promoted as a way of removing health access barriers for people with intellectual disabilities. Using a social semiotic framework, this article explores the social construction of the patient with intellectual disabilities within a sample of adapted health texts, focusing on the visual images used. Images were coded and analysed according to dimensions suggested by Kress and van Leeuwen’s work on ‘visual grammar’. Images highlight the inclusion of patients with intellectual disabilities in mainstream healthcare settings. However, these patients are depicted as being inserted into somewhat idealised healthcare routines that are pre-determined and micro-managed through to completion. Consideration of risks and choices associated with healthcare use are downplayed. The article concludes that the care of patients with intellectual disabilities continues to constitute potential trouble for mainstream healthcare providers, rather than being an expected aspect of everyday practice. (Edited publisher abstract)
Building the right support for children: learning lessons from the field work with parents, children and young people, commissioners and providers
- Author:
- ROBINSON Carol
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 17
- Place of publication:
- Bath
Outlines learning from a consultation with commissioners, families, young people and providers to help inform the development of a pathway for children and young people with special educational needs/learning disabilities whose behaviours challenge. The pathway was designed to support Building the Right Support, with practical advice for commissioners. The consultation work was carried out in 4 areas across England face to face meetings or telephone interviews. The report also looks at what the project learnt about engaging with families and young people, and ways to ensure that people were able to put forward their views. Key themes emerging from the consultation showed that commissioners and family carers often had a different idea about the effectiveness of the provision to support children and young people. Families identified a lack of information about and access to support that did exist. This included information and access to services to help young people transition to adulthood, practical support for parents, and access to parenting courses. The report also lists what parents felt a good support service and their suggestions to improve services in their area. (Edited publisher abstract)