Abstract:Although pictures were not found to be detrimental, our results do not favour the use of pictures as well as text when giving information, particularly to people with milder disabilities. The generalised use of text and picture formats for all people with ID in spite of the scant evidence supporting its effectiveness is concerning.
“…Most of the respondents recommended easy‐read information and information with pictures. Easy‐read leaflets or labels have been found to improve knowledge of health information (psychology, primary care and prescription information) in some studies (Hurtado, Jones, & Burniston, ; Wolf et al., ; Ziviani, Lennox, Allison, Lyons, & del Mar, ). However, in a randomised controlled trial of psychotropic medication information leaflets for people with learning disabilities, Strydom and Hall () found that the leaflets did not significantly improve any aspect of medication knowledge.…”
Accessible summary
We gave a questionnaire to self‐advocates who were attending a conference. The questionnaire asked them how they felt about the information they get with their medicine.
Fifty‐eight people completed the questionnaire. Many of them said they did not get enough information about their medicine. Most people wanted easy‐read leaflets and pictures.
There are many different places to find easy‐read information on the internet. We think they should be collected and checked. We also think that doctors and chemists need to spend more time with people to explain about medicines.
Abstract
BackgroundPrevious research has found that people with learning disabilities are not given prescription information that is tailored to their needs. We wanted to find out people’s information requirements.
Materials and MethodsA questionnaire was co‐produced by the authors and consultants with learning disabilities. It asked what information people received from their GP and pharmacist about medications. The questionnaire was circulated at a self‐advocacy conference in the North of England. Fifty‐eight self‐advocates completed the questionnaire.
ResultsInformation from GPs and pharmacists was mainly instructional, referring to when and how to take the medicine and dosage. Most respondents struggled to read the leaflets and remember verbal information. Many wanted the information in easy‐read format, and some wanted pictures or diagrams as well. A key theme was that health professionals often talked only to carers or support workers rather than involving the patient directly, and some respondents disclosed that they were not informed about side effects or alternative medications.
ConclusionsHealth professionals should take time to discuss health issues and medication with the individual rather than only with carers. This could be facilitated by providing information in an accessible format.
“…Most of the respondents recommended easy‐read information and information with pictures. Easy‐read leaflets or labels have been found to improve knowledge of health information (psychology, primary care and prescription information) in some studies (Hurtado, Jones, & Burniston, ; Wolf et al., ; Ziviani, Lennox, Allison, Lyons, & del Mar, ). However, in a randomised controlled trial of psychotropic medication information leaflets for people with learning disabilities, Strydom and Hall () found that the leaflets did not significantly improve any aspect of medication knowledge.…”
Accessible summary
We gave a questionnaire to self‐advocates who were attending a conference. The questionnaire asked them how they felt about the information they get with their medicine.
Fifty‐eight people completed the questionnaire. Many of them said they did not get enough information about their medicine. Most people wanted easy‐read leaflets and pictures.
There are many different places to find easy‐read information on the internet. We think they should be collected and checked. We also think that doctors and chemists need to spend more time with people to explain about medicines.
Abstract
BackgroundPrevious research has found that people with learning disabilities are not given prescription information that is tailored to their needs. We wanted to find out people’s information requirements.
Materials and MethodsA questionnaire was co‐produced by the authors and consultants with learning disabilities. It asked what information people received from their GP and pharmacist about medications. The questionnaire was circulated at a self‐advocacy conference in the North of England. Fifty‐eight self‐advocates completed the questionnaire.
ResultsInformation from GPs and pharmacists was mainly instructional, referring to when and how to take the medicine and dosage. Most respondents struggled to read the leaflets and remember verbal information. Many wanted the information in easy‐read format, and some wanted pictures or diagrams as well. A key theme was that health professionals often talked only to carers or support workers rather than involving the patient directly, and some respondents disclosed that they were not informed about side effects or alternative medications.
ConclusionsHealth professionals should take time to discuss health issues and medication with the individual rather than only with carers. This could be facilitated by providing information in an accessible format.
“…Of the limited research that is available, there are contrasting findings, with some benefits for comprehension reported in a study comparing symbolised to nonsymbolised passages (Jones et al ., ), but no overall benefit reported by others (Poncelas & Murphy, ). Research on Easy Read formats is similarly mixed (Fajardo et al ., ; Hurtado et al ., ). In the absence of clear evidence about the relative effectiveness of different accessible formats for improving comprehension for people with learning difficulties and disabilities, we agree with Rodgers & Namaganda () who argue that: ‘…where no published research exists to tackle a problem, it is worthwhile reporting suggestions of techniques devised by people with relevant experience’ (p. 54) .…”
Accessible summary
Many people who commit crimes in the UK have learning difficulties or disabilities.
The police give people information to read in custody, but this information can be confusing.
This project presented this information in an easier‐to‐read way using symbols and simple words.
We asked different people what they thought of the information and most views were very positive.
Summary
At least 20–30% of offenders within the criminal justice system (CJS) have learning disabilities or difficulties. This creates significant challenges in relation to meeting their information needs about rights, entitlements, processes and procedures. We report a pilot project where widgit Symbols were used to create more accessible information about rights and entitlements for people entering custody. The widgit Symbol custody sheets were used in two Hampshire Constabulary custody centres for a 4‐week period and feedback gathered from 14 custody officers and inspectors. The views of 27 other important stakeholders, including young people with autism and their families, appropriate adults, and senior personnel within the CJS, were gathered about the sheets through interviews and focus groups. The reaction to the sheets was overwhelmingly positive with many participants suggesting that symbol‐based information in custody could be rolled out nationally and also extended more widely to include other parts of the CJS.
“…Oldreive and Waight (2013) have recently argued from a practitioner perspective that accessible information should be seen as a personalised process, which is related to the outcomes or targets each person has attempts to produce easy information have thus always been subject to critique from those who feel it is an impossible task to simply 'translate' information into easyread formats and expect it to be understood by all (see for instance Hurtado et al 2014 for a recent account). There is also criticism that easy-read information has a bias towards more able self-advocates.…”
Section: Reflections On the Process: The Spread Of 'Easy Information'mentioning
Accessible Summary• People with learning disabilities have a right to be given easy information about research which is about their lives. At the Norah Fry Research Centre, we have tried to do that.• We have employed a person with learning disabilities Julian Goodwin. In this paper, he looks back at the importance of the work he has done.• We think about the questions and difficulties in making information about research 'easy'. For instance different people with learning disabilities need different types of information.• Easy information is changing, and we need to look forward to better ways of getting research messages out to people with learning disabilities.
SummaryThis paper discusses the provision of easy information about research to people with learning disabilities, their families and supporters. We explore some different ways we have used over the past 25 years, to make sure that research has the greatest impact both in the UK and abroad. We discuss first the process of providing easyread versions of research at the Norah Fry Research Centre, where two of us, Goodwin and Townsley, worked on a series called Plain Facts funded by the Joseph Rowntree Foundation. We have always used different media such as audio, but more recently, have started to use video as a way of getting information out to people with learning disabilities. We aim to present the 'easy information' work done at Norah Fry, to reflect on its impact, and set it within the context of the move towards accessible information more generally, questioning some of the premises about 'impact' on which accessible information is based.
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