Accessible information you may use for someone who is Dyslexic.
The accessible information guidelines are not only there to support people with Dyslexia but other disabilities and health problems too. The guidelines will help people in different ways but they won’t always help everyone. I will underline the guidelines of what could be likely to support most people with Dyslexia.
• People with disabilities understand it’s not always easy for people to make information accessible for us due to cuts in funding and materials different places have got.
• All the same it doesn’t mean we shouldn’t be asked what is accessible to us so you are aware of how you can make information accessible if or, and, when, what you can.
• Ask people what is easy read to them!
• Ask people with learning disabilities how we would like our information done!
• Does the person need larger print?
• Do some people like most their information in bold?
• Would people like their information in a different way?
• Use words that we use all the time.
• Write in short word and clear short sentences.
• Just have one idea in each sentence.
• This means shorting words or a few letters.
• Using less words
• You may need to look in a thesaurus to find short words for long we word.
• People with disabilities understand there are some short words can't always be found for longs words, they may need to understand what the information is about if you can’t make it easy read for them.
• Most people may not be able read or and understand long words that you can't find for short words.
• Use one active verb for eg; John loves Mary not Mary is loved by John.
• Think about key points that can be made easier for the person!
• Don't use words that only specialist would understand or acronyms.
• Write words that we use all the time.
Font.
• Ask the person how they would like the information?
• What font would they like?
• What size fond would they like?
• Bold, underline, italics and or etc.
• Some may want their information written in Comic San, Ariel, or by FS Mencap.
• Use bold for highlighting words.
• Use size 14 text.
• Titles and headings size 16 for bold.
• Comic San, Ariel or by FS Mencap.
• Italics and block capitals change the shape of words and make them hard to read.
• Instructions and directions in bullet points or for eg; ABC 123.
• No jargon and no words jumping off the page, which means large print for it to be clear enough for people to read and understand.
• Jumping from one topic to the other makes it harder for you to write and us to read.
• Something clear and well planned with all key point information.
• Easy read works for everyone but different people see easy read different in different ways.
• This could mean different coloured writing on different coloured paper.
• Different coloured writing on different coloured paper.
• Would they like colours would like for eg; some people may like pink purple writing on pink paper.
• Ask people kind of colours they would like!
Codes and colours.
• If you are writing a lot of pages use colour codes.
• Use clear coloured paper.
• Green is not a good colour to use.
• Words in white (reversed out text) on coloured back ground can be harder to reader.
• Some people might need things to be printed onto coloured paper.
• Remember not everyone manages with colour so ask them first.
• Use full stops.
• Try not to use other punctuation.
• Use bullet points.
• Do not use abbreviations for eg; do not don't.
• One subject on page.
• If you have to use more than each page with more about then whenever the subject is.
• Use page numbers.
• Avoid columns.
• It's easier to read across the page.
• Make sure there is plenty of space on the forms for people to fill in.
One subject on page.
• If you have to use more than each page with more whenever the subject is.
• Use page numbers.
• Avoid columns.
• Using photographs by asking permission off different places first.
• Photographs should be nouns people.
• Places and objects.
• Writing on the right hand side.
• It could be different if you are writing in another language.
• Do not float text on top or across the page.
Useful tips.
• Show pictures of a clock with the right time you may want to see a person on whatever for eg; if you can.
• Some people find cartoon pictures childish.
• Explain how to find a place in words as well as pictures.
• Some people find a pretty poster on a leaf it easy to understand.
• Some may like shiny paper others may not.
• Some people make it hard to see words and picture.
• Some people find an A5 notepad or book easier to hold rather than following lots of sheets.
Information on CD and DVD.
• Make information available on DVD or CD
• Make information easier for people to find.
• Use a buddy system where people have somewhere to go through information with them or ask questions.
• Some may need plenty of notice before their appointment is due mainly if they have a lot of other things to think about with disabilities and health problems on top of that.
• Sent information at least 4 weeks before appointment or meeting people may need or and want to go to.
• This will give people time to get help if they want or and need it.
• This also may help most people understand the information.
• Contact WWW.officefordisability.gov.uk accessibity@mencap.org.uk 0209 696 5551 check if those contact details are still in use if not find out if anything is in place of them and what!
• If you want to produce all or part of this guide please talk to us.
Affects of Dyslexia.
• Too much to think about all at once can cause either.
• To think too much.
• Not able to think at all.
• Information be missed out or too much done.
• Things can be the wrong way round but the right information.
• A lot to be done in such little time can be too much.
• Is there anyone who has Dyslexia who would like to talk about it?
Dyslexic Aids.
• Coloured layouts
• Highlight pens
• Fober castell grip 2011 propelling pencils.
• Easy read information.
Has anyone got any questions?
Feedback from last year’s first year on the benefit cuts awareness session.
I am a trainee visiting literature so I can learn off the students what they want to learn and how they want me to teach them as much as they learn of me.
I would also like this year’s first year to learn from this feedback of the sessions of what I did with last year’s first and second year plus last year’s 3rd year. Hopefully during in your three years of being at the University I will be doing some work around the benefit cuts with you so this study is to prepare for whenever that time comes.
In future each time I do a session off each class I will write up the feedback on here for other classes to learn for other sessions not only what you may have with me but other Literature too such as Lynne, Steve and Mick over all topics.
Benefit cuts awareness Feedback.
I really emphasised with what Sara was saying. I could see that the benefit system doesn’t seem to understand nor care about people with LD.
It was good that Sara highlighted the emotional, physical and psychological problems facing people with LD. It is bad that the Government, who are meant to be looking after the people, have put laws and systems in place that leave people with LD in such distress.
People with LD can experience anxiety, depression, suicidal thoughts, illness, lose their homes, be without money for long periods of time, due to their benefits being stopped or assessed.
It was good that Sara highlighted the emotional, physical and psychological problems facing people with LD. It is bad that the Government, who are meant to be looking after the people, have put laws and systems in place that leave people with LD in such distress.
People with LD can experience anxiety, depression, suicidal thoughts, illness, lose their homes, be without money for long periods of time, due to their benefits being stopped or assessed.
People with LD need as much help as possible when it comes to benefits. And as future LD nurses, we will be aware of their plight and in a position to help with applications, as advocates, and with calming their fears.
At this particular moment in time it is all about awareness, understanding, and empathy. If a LD nurse is aware of the issues then we will be in a better position to help people with LD who is in this situation.
Feedback from the session I did for the students a couple of Thursdays ago.
Last year’s 2nd year Student's feedback from the Benefit cuts awareness session Monday 11th May 2015 University Of Wolverhampton Walsall Campus.
Benefit cuts:
· Services cuts / already some services are closed
· Limited / no respite services for families
· Increased crime figures due to cuts?
· Lack of support in the home people are just left to cope alone because of lack of funding
· Mental health problems increasing
· Isolation / decreased socialization lack of activities
· Increased immobility = health issues
· Government plans to be aware of these so as to help service users
· Community after hospitals closed but there is ever decreasing support available
· Increased likelihood of not getting roles due to CV changes or limited chances
· Job centres not always in line with work areas – availability of posts etc
· Increase in homelessness
· Poverty
· Suitable job – not just any job
· Direct payments = effects on people
· Abuse of the vulnerable
· Increase in protests / strikes?
· Lord Willis Raising the bar report http://hee.nhs.uk/wp-content/blogs.dir/321/files/2015/03/2348-Shape-of-caring-review-FINAL.pdf
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