Beyond the Road Ahead - Project Report

This report charts the work of an action research programme undertaken by the Rix Centre with service users with learning disabilities and various practitioners who support them in their daily lives. The project hinged on the production and implementation of a web portal and a set of linked, locally produced websites providing 'easy read' information about transition for people with learning disabilities. This report describes and evaluates the experience of development and trialling of the Transition Portal Project with people in and around the London Borough of Newham and presents the findings of the project, some conclusions and proposals for the development of this innovative area of work

Multimedia Advocacy for Person Centred Planning: Small Research Pilot Report

The Rix Centre has been commissioned by the Royal Borough of Greenwich to devise and conduct a pilot study of the Multimedia Advocacy Approach being applied to Person-Centred Planning with the young people from Charlton Park Academy in Greenwich. This commission was one of the initiatives as part of Greenwich Special Educational Needs and Disability Pathfinder project. Royal Borough of Greenwich is one of 20 Pathfinders across England appointed by the Government to test new approaches to supporting children with special needs

purpleSTARS: Inclusive Curation and Production Creates Inclusive Museums

The Sensory Objects research project (2012-2015) was funded by the UK Arts and Humanities Research Council. The project encouraged the personal viewpoints of an inclusive research team who engaged critically with museum collections and produced multimedia and sensory art interpretations using various technical tools and creative processes. Our research demonstrated that using technology to critically engage with collections, reflect, and activate a sensory encounter in response, helped engage people with intellectual disabilities (ID) in creating a complementary and more inclusive visitor experience, so widening the public appeal of museums and heritage sites. The follow-up enterprise, named purpleSTARS, combines ‘purple,' the color associated with disability in the UK, with STARS, which stands for Sensory Technology Art Resource Specialists. The purpleSTARS' mission is to bring together artists and technologists with and without ID to transform museum experiences and make them truly inclusive, using sensory and digital media to creatively disrupt and reinterpret heritage sites and museum collections

W2ID – Web 2.0 for People with Intellectual Disabilities

This report describes the work undertaken by the W2ID project partnership over two years of activity from January 2011. The W2ID project aimed to improve the employability skills, active citizenship and community participation of the European intellectual disability community. The Project co-developed and distributed a fully participatory Web.2.0-based peer-learning system called 'Klikin' that features 'easy-build' website software alongside learning and support resources. This was trialled and evaluated in a Pilot with a range of young learners and adults with intellectual disability in 5 European countries: Portugal, Latvia, Finland, United Kingdom and Austria. The W2ID project engaged partner organisations from across Europe that included national service provider agencies as well as smaller teaching and training organisations, a research and development centre and a pan European agency for organisations that deliver services for people with disabilities. The diverse expertise of the project partners and the input of people with intellectual disabilities were combined in the project to establish an innovative and inclusive European Web system. By actively involving the intellectual disability community as co-developers and participants, the project created a unique peer-learning network that enabled people to build and share personal experiences, knowledge and information. The project goal set out to make it easier for people of all abilities to participate in Web 2.0 activity such as generating their own content and using tools like blogs, social networks and wiki websites to enrich their lives. Participants with intellectual disabilities worked with partners to explore how cameras, microphones, computers and online software packages could be made more accessible for as wide a range of people to use as possible. A major review of the preferred activities of web users with intellectual disability was firstly undertaken. Learners with intellectual disability told the project partners what they like to do online; what they would like to do but found difficult; and what tools and websites they found most interesting and useful. This study informed the development of a new 'Klikin' online package and a European Support Hub website with training and support resources with a network of 'easy-build wiki websites', linked to national Web Portals managed for each of the participating countries. Over the second year of the project the Portals, Wiki Websites and the Support Hub have been populated with a mix of web 2.0 tools, advice and multimedia stories, that celebrate the lives of Europeans with intellectual disabilities and inspire the target group to use the Web in creative, safe and social ways. The W2ID project developed a clear brief from the people with intellectual disabilities who took part. Project partners refined the software packages and learning approaches to create the project‟s uniquely accessible online resource set. Participants were recruited for a pilot delivery of the Klikin system in year two of the Project, with training and support provided for the numerous organisations that took part in this large-scale project trial. Learners and their supporters participated in an in-depth survey of their experience of taking part in the Klkin pilot and their views about Web 2.0 technologies and what they could achieve. This evaluation survey demonstrated considerable personal impact for learners who took part in Klikin and has provided the first piece of authoritative research-based evidence of the potential benefit of the use of these technologies for inclusive lifelong learning. The Project partners also worked together to come up with a model that will enable Klikin to remain an easy to access resource for learners with intellectual disabilities, beyond the life of the project and into the future. Partners have formed an Alliance that will coordinate joint work across European countries to promote and deliver the Klikin package and continue the partnership to keep abreast of technological changes in the world of the Web and the further opportunities that these might bring for people at risk of exclusion in the future. The project developed a website to introduce the project in easy to understand terms, using multimedia content to help make the information accessible for potential participants with intellectual disabilities (www.w2id.eu ). A „European Support Hub‟ was also created, with resources and inspiring stories about the rich variety of ways in which the Klikin package has been used by learners, to help with the recruitment and dissemination process (http://blog.klikin.eu ). Over 370 people with intellectual disabilities took part in the W2ID project pilot and produced more than 140 'wiki websites' of multimedia content about themselves, their jobs and activities, what they like to do when they go out in their local communities and their interest in ICT, the web and multimedia. Most of these websites have been published on the Project‟s 'Klikin' European Portal where they can be accessed via sections organised according to the different languages used by the partner organisations (www.klikin.eu) The project partnership embraced a uniquely diverse range of organisations and the innovative teaching and learning methods that have been applied have resulted in the development of a rich and complex Klikin package. Over the project period this has built into an innovative online resource that has been developed in a genuinely inclusive programme of work across the partner countries. The project team are confident that this is an exemplary contribution to the quest for a really inclusive World Wide Web for all the citizens of the European Community

RIX Wiki Evaluation Toolkit

This Evaluation Toolkit provides guidance for service providers and commissioners in health, social care and education on how to measure the effectiveness of the use of the RIX Wikis software in person centred planning contexts

Using multimedia technology to enhance self-advocacy of people with intellectual disabilities: Introducing a theoretical framework for ‘Multimedia Advocacy’

Background: Multimedia Advocacy is the use of digital technology for people with intellectual disabilities as means of developing identities, being heard, connecting to family and care networks and, advocating for change. Methods: We explore principles and theories that underpin Multimedia Advocacy, mapping disciplinary approaches that have influenced the concept and praxis. Results: We describe relevant theories from cultural and media studies, personal therapeutic practices, communication, universal design, and systemic adoption of technology. We discuss new ways of achieving person-centred working with digital technology. We aim to develop a stronger theory/practice dialogue between these disciplines. Conclusions: The theories described highlight the importance of embedding access and use of digital technology within everyday settings. Long-term implementation plans and buy-in from all organisational levels are required for Multimedia Advocacy tools to be embraced by health and social care systems so the voice of an individual is included and genuine person-centred practice is achieved

Proglucagon-derived peptides do not significantly affect acute exocrine pancreas in rat

Reports have suggested a link between treatment with glucagon-like peptide 1 (GLP-1) analogs and an increased risk of pancreatitis. Oxyntomodulin, a dual agonist of both GLP-1 and glucagon receptors, is currently being investigated as a potential antiobesity therapy, but little is known about its pancreatic safety. The aim of the study was to investigate the acute effect of oxyntomodulin and other proglucagon-derived peptides on the rat exocrine pancreas.Glucagon-like peptide 1, oxyntomodulin, glucagon, and exendin-4 were infused into anesthetized rats to measure plasma amylase concentration changes. In addition, the effect of each peptide on both amylase release and proliferation in rat pancreatic acinar (AR42J) and primary isolated ductal cells was determined.Plasma amylase did not increase postpeptide infusion, compared with vehicle and cholecystokinin; however, oxyntomodulin inhibited plasma amylase when coadministered with cholecystokinin. None of the peptides caused a significant increase in proliferation rate or amylase secretion from acinar and ductal cells.The investigated peptides do not have an acute effect on the exocrine pancreas with regard to proliferation and plasma amylase, when administered individually. Oxyntomodulin seems to be a potent inhibitor of amylase release, potentially making it a safer antiobesity agent regarding pancreatitis, compared with GLP-1 agonists

Volunteering and learning in HE: exploring and acknowledging student experience

This small-scale study seeks to gain understanding of the experiences and learning opportunities presented by students’ participation in a volunteering project at a post-1992 city university. The participating students were all drawn from an undergraduate programme in the field of special educational needs (SEN). This research focuses on the development of students’ professional confidence, personal skills and subject-related understanding in the context of considering the values and benefits of student volunteering. Pre-volunteering (n = 32), mid-point (n = 23) and post-volunteering (n = 26) questionnaires were completed by participating students. In-depth interviews were also conducted following the 12-week volunteering period (n = 6). Statistical analysis of questionnaires was carried out using SPSS analytics software, facilitating the production of tables and charts, while open-ended responses and in-depth interviews were analysed by hand and coded using themes. The findings of the study support the linking of volunteering activity to higher education (HE) programme outcomes to facilitate accreditation and recognition for students