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Hidden voices: the participation of people with learning disabilities in the experience of public open space

机译：隐藏的声音：学习障碍者参与公共开放空间的体验

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The self-advocacy of people with learning disabilities (PWLD) is an issue of high current importance. In the UK 210,000 people have severe and profound learning disabilities, whilst 25 in every 1000 of the population in England has a mild to moderate learning disability (Department of Health, Valuing people: a new strategy for learning disability for the 21st century, London, Stationery Office, 2001). At the most restricted end of the communication spectrum, PWLD are often forgotten members of their communities, whose label "learning disabled" wrongly causes confusion and fear. The Disability Discrimination Act (DDA) 1995 ensured "reasonable" adjustments must be made to environments and buildings so they are accessible to all. However, DDA legislation remains a predominately physical access issue with great attention focused on the built environment and little attention given to the experience of place or external environments. Researchers argue that it is attitudes and interactions in the person-environment relationship that have allowed our "disablist" society to label and segregate members of its community as "disabled". The research comprised a longitudinal study working with PWLD participants at two sites in Yorkshire and in the northeast of England. This paper examines the resulting visual communication toolkit, able to unlock the experience of public open spaces by PWLD and, when used in context, to aid greater social participation.
机译：学习障碍者的自我倡导（PWLD）是当前高度重要的问题。在英国，有210,000人患有严重和严重的学习障碍，而英格兰每千人口中有25人有轻度至中度学习障碍（卫生署，重视人们：21世纪学习障碍的新策略，伦敦，文具办公室，2001年）。在通信领域中最受限制的一端，PWLD通常被遗忘为其社区的成员，其标签“学习障碍”错误地引起混乱和恐惧。 1995年《残疾歧视法》（DDA）确保必须对环境和建筑物进行“合理的”调整，以使所有人都能使用。但是，DDA立法仍然是一个主要的物理访问问题，主要关注建筑环境，很少关注场所或外部环境的体验。研究人员认为，正是人与环境关系中的态度和互动才使我们的“令人难以置信的”社会将其社区成员标记为“残疾人”并加以隔离。该研究包括一项纵向研究，与约克郡和英格兰东北部的两个地点的PWLD参与者一起工作。本文研究了由此产生的视觉传达工具包，该工具包能够通过PWLD解锁公共开放空间的体验，并且在上下文中使用时，可以帮助更大的社会参与度。

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