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Enabling young people with a learning disability to make choices at a time of transition
Author(s) -
Cameron Lois,
Murphy Joan
Publication year - 2002
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1046/j.1468-3156.2002.00165.x
Subject(s) - transition (genetics) , learning disability , augmentative , psychology , augmentative and alternative communication , inclusion (mineral) , challenging behaviour , developmental psychology , applied psychology , social psychology , psychiatry , linguistics , biochemistry , chemistry , philosophy , gene
Summary Transition times, such as leaving school and moving to and from college or day centre, are highly significant for young people with a learning disability, but it can be particularly difficult to ensure that their voice is heard when making choices. The pilot study described in the present paper examined whether Talking Mats, a light‐technology augmentative framework, could be used successfully with young adults with a learning and communication disability. The participants were able to indicate their likes and dislikes, and to express views about the choices available to them. Some expressed opinions not previously known to their carers, and some raised sensitive topics, such as where they wanted to live and who they wished to spend time with. The ‘mats’ allowed differences of opinion to be explored and were used as a vehicle for further, deeper discussion. Talking Mats has proved to be a powerful tool in allowing young people with a learning disability to communicate their views.