‘It's about a dialogue...’<sup>1</sup> Working with people with learning difficulties to develop accessible information

Ward, Linda; Townsley, Ruth

doi:10.1111/j.1468-3156.2005.00346.x

Cited by 28 publications

(30 citation statements)

References 3 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It was also recognised that graphics may denote different meanings to different people (Ward & Townsley, 2005). A total of 70 adults who did not have aphasia provided normative data on the graphics used in the study.…”

Section: Methods Materialsmentioning

confidence: 99%

Exploring the use of graphics in written health information for people with aphasia

et al. 2011

View full text Add to dashboard Cite

Background: One of the documented design features of aphasia-friendly written information is the inclusion of graphics. People with aphasia have identified a preference for the inclusion of photographic illustrations in printed education materials (PEMs); however this preference contrasts with research suggesting that line drawings may be a more effective graphic type. Few studies have explored how graphics affect reading comprehension for people with aphasia. Aims: The aims of this research were (1) to determine if black and white line drawings and colour photographs affect the reading comprehension of people with and without aphasia, and (2) to explore perceptions of graphic helpfulness and preferences for including line drawings and photographic illustrations in PEMs. Methods & Procedures:A total of 22 people with aphasia and 15 of their significant others completed a purposefully developed cloze reading comprehension task, with multiplechoice response options. Response options contained (1) no illustrations, (2) black and white line drawings, or (3) colour photographs. The reading comprehension task was timed. The impact of no illustrations, line drawings, and photographs on (a) reading comprehension (measured in number of paragraphs correctly completed), and (b) response times (measured in seconds) was examined. Participants also completed a face-to-face graphic preference survey. Outcomes & Results: There were no significant differences on the reading comprehension task for participants with aphasia and those without, between (a) the number of paragraphs correctly completed in the set with no graphics, line drawings, and photographs, (b) the time taken to complete paragraphs in each of the three sets, and (c) the mean time taken to correctly complete paragraphs in each of the three sets. In contrast, the majority of participants perceived that pictures help understanding and make reading quicker. Significantly more participants with aphasia, compared to participants without, reported that they needed pictures to understand writing, and all participants with aphasia preferred health information to contain graphics. Several participants did not have a preference for line drawings or photographs in PEMs. Of those who did have a preference, more participants preferred written health information to contain photographs. Conclusions: Both participants with and without aphasia perceived that graphics in PEMs were helpful, however significantly more participants with aphasia reported that graphics

show abstract

Section: Methods Materialsmentioning

confidence: 99%

Exploring the use of graphics in written health information for people with aphasia

et al. 2011

View full text Add to dashboard Cite

show abstract

“…The MCA principle of supporting decision-making fits closely with good practice in providing accessible information (Ward & Townsley 2005), yet the House of Lords evidence suggested that this principle was rarely applied (2014, p.41). In the current study, using a 'concrete' example of what research participation would entail -in this case, using a video camera, enabled one person to understand what previously had seemed a somewhat abstract concept.…”

Section: Discussionmentioning

confidence: 91%

“…Whilst there are examples of how to present information to people involved in research projects as participants and specifically, how to provide information for people who may need support with their communication (Ward & Townsley 2005), there is not equivalent guidance about how to present information to gatekeepers. As a gatekeeper may make the first approach to potential participants (Sherratt et al 2007), the researcher has a vested interest in ensuring that information provided here is re-presented accurately.…”

Section: Gatekeepersmentioning

confidence: 96%

See 1 more Smart Citation

Applying the Mental Capacity Act to research with people with learning disabilities

Jepson¹

2015

Brit J Learn Disabil

View full text Add to dashboard Cite

Accessible Summary• People with learning disabilities should be included in research that is about them. • There is a law in England and Wales called the Mental Capacity Act that has rules that researchers must follow.• This paper shows how one researcher used those rules to ensure people with learning disabilities were able to be involved in a research project. SummaryThis study describes the experiences of a researcher negotiating consent with people with learning disabilities to become participants in a research study. The study was about how the Mental Capacity Act (MCA) was applied to everyday decisionmaking in social care settings. However, before data collection could begin, the researcher had to follow the principles of the MCA and the requirements of ethical research practice. The study reports on the important role of gatekeepers in allowing (or preventing) access to potential participants. However, gatekeepers did not always act in a manner in keeping with the first principle of the MCA. Additionally, the dilemmas for a researcher in assessing participants' capacity to consent to the study are described, as are three approaches followed which supported people to decide for themselves.

show abstract

“…In addition to striving to include the voices of disabled people in research, the Norah Fry Research Centre is dedicated to making sure their research has the greatest impact on the end users of research, people with learning disabilities themselves, using accessible dissemination methods. Here again, the ideas embedded in inclusive research come into play, as the production of easy information also needs to include the perspective of people with learning disabilities themselves (Rodgers et al 2004;Ward & Townsley 2005).…”

Section: Introduction (Mason and Williams)mentioning

confidence: 98%

Easy Information about research: getting the message out to people with learning disabilities

Goodwin¹,

Mason²,

Williams³

et al. 2015

Brit J Learn Disabil

Self Cite

View full text Add to dashboard Cite

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.

show abstract

‘It's about a dialogue...’¹ Working with people with learning difficulties to develop accessible information

Cited by 28 publications

References 3 publications

Exploring the use of graphics in written health information for people with aphasia

Exploring the use of graphics in written health information for people with aphasia

Applying the Mental Capacity Act to research with people with learning disabilities

Easy Information about research: getting the message out to people with learning disabilities

Contact Info

Product

Resources

About

‘It's about a dialogue...’1 Working with people with learning difficulties to develop accessible information

Cited by 28 publications

References 3 publications

Exploring the use of graphics in written health information for people with aphasia

Exploring the use of graphics in written health information for people with aphasia

Applying the Mental Capacity Act to research with people with learning disabilities

Easy Information about research: getting the message out to people with learning disabilities

Contact Info

Product

Resources

About

‘It's about a dialogue...’¹ Working with people with learning difficulties to develop accessible information