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Using the Assessment of Motor and Process Skills as part of the diagnostic process in an inner-city learning disability service
- Authors:
- MESA Sue, et al
- Journal article citation:
- British Journal of Occupational Therapy, 77(4), 2014, pp.170-173.
- Publisher:
- Sage
Learning disability is characterised by significant impairment of both intellectual function and social and adaptive function, with onset before adulthood, and yet social and adaptive function is often omitted from assessment processes. This practice analysis explores the feasibility of administering the Assessment of Motor and Process Skills to assess adaptive function (alongside the assessment of intellectual function) as part of the diagnostic process for people with a learning disability. After a 2-year period, scores for the two assessments were correlated and a low level of correlation was found. Findings suggested that the Assessment of Motor and Process Skills should continue to be used as part of the diagnostic process alongside assessments of intellectual function, because assessment of intellectual function alone does not predict adaptive function and cannot be relied on for diagnosis of learning disability; doing so would ensure that practice was evidence based. (Edited publisher abstract)
Assistive technology for disabled visual artists: exploring the impact of digital technologies on artistic practice
- Author:
- CREED Chris
- Journal article citation:
- Disability and Society, 33(7), 2018, pp.1103-1119.
- Publisher:
- Taylor and Francis
Disabled artists with physical impairments can experience significant barriers in producing creative work. Digital technologies offer alternative opportunities to support artistic practice, but there has been a lack of research investigating the impact of assistive digital tools in this context. This article explores the current practice of physically impaired visual artists and their experiences around the use of digital technologies. An online survey was conducted with professional disabled artists and followed up by face-to-face interviews with 10 invited artists. The findings illustrate the issues disabled artists experience in their practice and highlight how they are commonly using mainstream digital technologies as part of their practice. However, there is little awareness around novel forms of technology (e.g. eye gaze tracking) that present new creative opportunities. The importance of digital tools for supporting wider practice (i.e. administrative and business tasks) was also highlighted as a key area where further work is required. (Publisher abstract)