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Generic learning mechanisms can drive social inferences: The role of type frequency
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The interplay between early social interaction, language and executive function development in deaf and hearing infants
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Language, gender, and sexuality: Reflections on the field’s ongoing critical engagement with the sociopolitical landscape
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Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk
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Avoiding conflict and minimising exposure: Face-work on Twitter
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| 8 |
Supporting wellbeing through peer-befriending (SUPERB) for people with aphasia: A feasibility randomised controlled trial
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| 9 |
Exploring sustainable European gastronomy and recipes using Natural Language Processing
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| 10 |
Experimental evidence for scale-induced category convergence across populations
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| 11 |
Reflections on the co-development of ESOL teaching material exploring LGBT lives
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| 13 |
Aljazeera Arabic and BBC Arabic online news coverage of the 2011 Arab Spring in Tunisia and Egypt: critical discourse analysis
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| 14 |
Humans, higher education and technology - a corpus-assisted discourse and genealogical analysis of the idea of a university
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| 15 |
“We are finding our voice is so unheard that it’s being erased by these bigger voices”: Investigating relationships between trans and intersex activists in Australia, Malta and the UK
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| 16 |
The Red‐Shirt‐sided underground movements in Thai politics: resistant operations towards the Mysterious Land
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| 17 |
Understanding the factors that influence the IFRS adoption and translation from a Strong Structuration Theory perspective
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| 18 |
The importance of near-peer mentorship for LGBTQ+ medical students
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| 20 |
The experiences of adults with learning disabilities in the UK during the COVID-19 pandemic : qualitative results from Wave 1 of the Coronavirus and people with learning disabilities study
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Flynn, Samantha; Caton, Sue; Gillooly, Amanda; Bradshaw, Jill; Hastings, Richard P.; Hatton, Chris; Jahoda, Andrew; Mulhall, Peter; Todd, Stuart; Beyer, Stephen; Taggart, Laurence. - : Emerald Publishing Limited, 2021
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Abstract:
Purpose: This paper presents data about the experiences of adults with learning disabilities during the COVID- 19 pandemic across the UK. Methodology: Interviews were conducted with 609 adults with learning disabilities. Family carers and support staff of another 351 adults with learning disabilities completed a proxy online survey. The data were collected between December 2020 and February 2021 and concerned both worries/negatives and anything positive that had happened because of the COVID-19 pandemic. Findings: Social isolation was the most commonly reported worry/negative for adults with learning disabilities, with other frequently reported worries/negatives including: changes to/loss of routine; loss of support, clubs, or services; decreased health, wellbeing, or fitness; and, worries about themselves or other people getting COVID-19. A large proportion of participants indicated that nothing positive had happened because of COVID-19, but for participants who did report a positive, this most commonly included: digital inclusion; more time spent with important people; improved health; wellbeing, and fitness; and, a slower pace of life. Implications: Future pandemic planning must ensure that adults with learning disabilities are supported to maintain social contact with the people who matter to them, and to support their health and wellbeing (including maintaining access to essential services and activities). Some adults with learning disabilities may benefit from additional support to improve their digital confidence and access. This may in turn enable them to maintain contact with family, friends, and support services/activities. Originality: This is the largest study about the experiences of adults with learning disabilities during the COVID- 19 pandemic in the UK. We primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.
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Keyword:
HM Sociology; P Philology. Linguistics; RA Public aspects of medicine; RC Internal medicine; TK Electrical engineering. Electronics Nuclear engineering
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URL: http://wrap.warwick.ac.uk/159433/
http://wrap.warwick.ac.uk/159433/1/WRAP-experiences-adults-learning-disabilities-UK-Flynn-2021.pdf
https://doi.org/10.1108/TLDR-09-2021-0027
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