Enabling access to information by people with learning disabilities

Abstract

Purpose -The purpose of this paper is to outline a screening protocol that can be used to support the provision of more accessible information.Design/methodology/approach -The paper presents a series of four case studies of adults with learning disabilities examining the processes of making information accessible considering their literacy and language skills.Findings -Screening revealed that four individuals required different mechanisms to maximise their ability to access information provided.Practical implications -The need to complete relevant screening, devise personalised materials and evaluate success is pivotal in the development of accessible information.Social implications -The provision of appropriate accessible information with evidenced positive outcomes is fundamental to reducing risk and increasing social inclusion.Originality/value -This paper summarises a new approach to information provision based on screening, decision making and review. It will be of interest to a range of professionals tasked with the responsibility of providing accessible information to individuals with varying and complex needs who may lack functional literacy skills. This may include completion of capacity screening.

How do adults with intellectual disabilities use Facebook?

“…The audio/video can either be activated by an icon or will automatically start. These resources can aid disabled individuals in gaining information and social networking (Oldreive and Waight 2013). Supported access via online or faceto-face help provided by a trusted person may increase safe and effective participation of people with intellectual disabilities in social media (Mackert et al 2009).…”

The Evidence for Easy‐Read for People With Intellectual Disabilities: A Systematic Literature Review

“…Foltz and Sullivan () found that people were more likely to accept an information leaflet on cancer if it reflected their own experience of cancer. Taking it a step further, Oldreive and Waight () suggests incorporating personal idioms or names of people and places that are meaningful to the individual into the information, so that service users find it easier to relate.…”

Easy read and accessible information for people with intellectual disabilities: Is it worth it? A meta‐narrative literature review

“…For Group 5, the resource is judged on how far it assists the understanding of a presumably representative group of people with intellectual disabilities.For others, particularly Group 4, the accessibility of a resource is determined by the extent to which it has been crafted to meet the individual requirements of the person with intellectual disabilities. This can be designed into an assessment process that precedes the creation of the resource45 or into the format of the resource itself, such as Talking Mats 58 or Books Beyond Words 59 which both present pictures or symbols only that are used and responded to on an individual level by the person with ID.…”