Imagen de Portada

“I Forgot My Numbers and the Machine Swallowed It Up”: Adults With Learning Disabilities Share Their Perspectives on the Shift to a Cashless Society

Fuente: Wiley Open Access

Guardado en:

Detalles Bibliográficos
Autores principales:	Paul Watts, Janet Hoskin, Radhika Upadhyay, Emma Tapley, Gosia Kwiatkowska
Formato:	Artículo Open Access
Publicado:	Wiley 2024
Materias:	British Journal of Learning Disabilities
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

What Makes a Person Accessible? Exploring the Characteristics of ‘Accessible People’ From the Perspective of Adults With Learning Disabilities
por: Melissa L. Kirby, et al.
Publicado: (2026)

Parenting Experiences Among Adults With Intellectual Disabilities: A Scoping Review
por: Rae Morris, et al.
Publicado: (2025)

Video Interaction Guidance With Adults With Intellectual Disabilities and Their Support Workers: A Service Evaluation
por: Áine Maguire, et al.
Publicado: (2025)

Impact of COVID‐19 Pandemic on Children With Intellectual Disabilities and Their Parents: The Perspective of Parents in India
por: Pariz Pikul Gogoi, et al.
Publicado: (2025)

A Systematic Review to Explore Antenatal Care From the Perspectives of Women With Intellectual Disabilities and Midwives
por: Weam Alhulaibi, et al.
Publicado: (2024)

Storytelling, Special Needs and Disabilities: Practical Approaches for Children and Adults By NicolaGrove, Routledge. 2022. ISBN: 9780367746858
por: Gareth Smith, et al.
Publicado: (2024)

Informing the Design of Inclusive Post‐Secondary Education: A Qualitative Exploration of the Perspectives of Individuals With Intellectual Disabilities
por: Thérèse Hennessy, et al.
Publicado: (2026)

Development and Clinical Implications of the Adult Attachment Behaviours Inventory for Intellectual Disabilities (AABI‐ID): A Study in Residential Care Settings
por: Caroline Kahwaji, et al.
Publicado: (2026)

EarlyMind‐ID: Co‐designing an Early‐Signs Informant‐Based Checklist and Tracking Framework for Dementia in Adults With Intellectual Disabilities
por: Acton Daniel, et al.
Publicado: (2026)

‘The Heart in Learning’: Cross‐National Inclusive Higher Education Perspectives From Students With Intellectual Disabilities and Student Teachers
por: Susan Carpenter, et al.
Publicado: (2025)

Social Inclusion Through Making Neighbourhood Connections: Experiences of Older Adults With Intellectual Disabilities of Local Volunteering and Leisure, Facilitated by Local Connectors
por: Geraldine Boland, et al.
Publicado: (2024)

Physical Activity, Sleep and Sedentary Behaviour of Adults With Intellectual Disabilities, Family Caregivers and Service Providers During COVID‐19 Pandemic Recovery
por: Laura C. Koch, et al.
Publicado: (2026)

Nurse–Mother Collaborations in Disability Day‐Service Centres for Individuals With Intellectual Disabilities
por: Yoshimi Ito, et al.
Publicado: (2024)

“A Strange, Grey Area”—Care Relationships in Learning Disability Residential Settings in England From the Perspective of Support Staff
por: Georgios Mamolis, et al.
Publicado: (2026)

Advanced Choice Documents: The Feasibility of Completing These With Adults Who Have Intellectual Disability at Risk of Detention Under the Mental Health Act to an Assessment and Treatment Unit
por: Nigel Beail, et al.
Publicado: (2026)

Supporting People in an Inclusive Society: An Inclusive Society Supports Model
por: Miguel Ángel Verdugo, et al.
Publicado: (2025)

Healthcare for People With Intellectual Disabilities: An Exploration of Intellectual Disability Service Providers' Experiences of Joint Working With Acute Service Providers When People With Intellectual Disabilities Access Healthcare in Acute Services
por: Eileen Kelleher, et al.
Publicado: (2024)

Book Review ‐ Learning Disability and Everyday Life
por: Poppy Budworth
Publicado: (2025)

What Is Important to People With Learning Disabilities in Supported Accommodation?
por: Valerie Taylor, et al.
Publicado: (2025)

Adapting a Widely Used Children's Disability Attitudes Measure: Validation of the Maryland East‐African Children's Attitudes Towards Disabilities (MEACAD) Scale
por: Angshuman K. Kashyap, et al.
Publicado: (2025)

Centring Artists With Learning Disabilities: Exploring Access to Visual Arts
por: Sara Demény, et al.
Publicado: (2026)

Service Evaluation of Learning Disability and Dementia Training for Care Staff
por: Andy Busfield, et al.
Publicado: (2025)

‘People With Intellectual Disabilities Can Really Go to Uni, They Can Study, They Just Need That Extra Assistance’–Stories of People With Intellectual Disability Experiencing University in Australia
por: Matthew Turnbull, et al.
Publicado: (2024)

Healthcare Barriers and Inequities: The Lived Experiences of Women With Intellectual Disabilities in Chile
por: Izaskun Álvarez‐Aguado, et al.
Publicado: (2025)

Support Worker Insights Into Working With Individuals With Learning Disabilities and Complex Needs
por: Kayleigh O'Shea, et al.
Publicado: (2025)

Entrepreneurial Becomings—The Disruptive Potential of Self‐Employment for People With Learning Disabilities
por: Keith Bates, et al.
Publicado: (2025)

Researching Together: Researchers With and Without Disabilities Engage Across National and Interdisciplinary Boundaries
por: Jess Mannion, et al.
Publicado: (2024)

Becoming an Educational Assistant With Disabilities—We Can Learn From Everybody Involved
por: Jürgen Bauer, et al.
Publicado: (2025)

Experiences of Students With Intellectual Disabilities and Peer Mentors in an Irish Higher Education Institution
por: Máire Leane, et al.
Publicado: (2025)

The Role of Informal Social Networks in Supporting Parents With Learning Disabilities: A Systematic Review
por: Jennifer Threlfall, et al.
Publicado: (2024)

The Recruitment and Retention of Individuals With Intellectual Disability in Randomized Controlled Trials: A Scoping Review
por: Owen Doody, et al.
Publicado: (2025)

A Scoping Review of Teacher–Parent Collaboration for Communicative Development in Students With Intellectual Disabilities
por: Kamilla Klefbeck
Publicado: (2026)

Engagement as a Vital Sign: Reconceptualising Motivation and Assessment for Learners With Profound and Multiple Learning Disabilities
por: Charlotte Fernandes
Publicado: (2026)

How People With an Intellectual Disability Experience Inclusive Third‐Level Education: A Scoping Review
por: Therese Hennessy, et al.
Publicado: (2024)

Relationship Between Parenting Attitudes, Socio‐Demographic Factors and Behaviours That Challenge in Children and Adolescents With Intellectual Disability
por: Alicia Fuentes Rebolledo, et al.
Publicado: (2026)

The Lived Experience of People With Intellectual Disability in Community Settings: A Comparison of Self‐Reports and Staff Reports
por: Elizabeth Smith, et al.
Publicado: (2024)

Classic Grounded Theory: A Rigorous Methodology for Research Involving Participants With Severe/Profound Intellectual Disabilities
por: Anne‐Marie Martin, et al.
Publicado: (2024)

Latent Profile Analysis of Challenging Behaviour in Individuals With Intellectual Disabilities: Examining Associated Factors and Life Satisfaction
por: Yesang Cho
Publicado: (2026)

Developing a Trauma Checklist for People With a Learning Disability Accessing Community Health and Support Services
por: Sarah Wigham, et al.
Publicado: (2025)

What Does It Mean to Be a ‘Person’ With Profound and Multiple Learning Disabilities? Presenting the Views of Family Members and Allies
por: Ben Simmons, et al.
Publicado: (2025)