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 “online risk for people with intellectual disabilities”
- Authors:
- OLDREIVE Warren James, WAIGHT Mary
- Journal article citation:
- Tizard Learning Disability Review, 24(4), 2019, pp.188-191.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on the article regarding online risk for people with intellectual disabilities (ID). Design/methodology/approach: This commentary is a reflection based on clinical practice and a recent pilot research study. Findings: How information is provided is important both online and in training to keep people safe. Practical implications: Information provision needs to consider content and medium alongside the needs of the recipient. Originality/value: This paper reinforces the importance of how information is provided for people with ID. (Edited publisher abstract)
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)
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.