CAPTCHA is one of the most common solutions to check if the user trying to enter a Website is a real person or an automated piece of software. This challenge-response test, implemented in many Internet Websites, emphasizes the gaps between accessibility and security on the Internet, as it poses an obstacle for the learning-impaired in the reading and comprehension of what is presented in the test. Various types of CAPTCHA tests have been developed in order to address accessibility and security issues. The objective of this study is to investigate how the differences between various CAPTCHA tests affect user experience among populations with and without learning disabilities. A questionnaire accompanied by experiencing five different tests was administered to 212 users, 60 of them with learning disabilities. Response rates for each test and levels of success were collected automatically. Findings suggest that users with learning disabilities have more difficulties in solving the tests, especially those with distorted texts, have more negative attitudes towards the CAPTCHA tests, but the response time has no statistical difference from users without learning disabilities. These insights can help to develop and implement solutions suitable for many users and especially for population with learning disabilities.

This is a paper produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS that was about health and social care in Scotland. This paper was written by Elaine Monteith from ENABLE Scotland who participated in the PROP2 programme. What this research paper explores: All women are asked to go to the doctor every few years to get a check for cancer but women who have a learning disability don’t go for these checks as often as other women. The paper explore what barriers there are for women attending for checks and also looks at what could be done to encourage women them to attend.

SCLD brings together some of the most respected practitioners and thinkers from across the learning disability sector who work alongside people who have learning disabilities and their families and carers.The team at SCLD is focused on delivering real change through influencing policy, identifying and sharing evidence and good practice and challenging public attitudes. SCLD aims to be a knowledge hub – offering support, information and new ideas about learning disability in Scotland.

British Institute of Learning Disabilities services help develop the organisations who provide services, and the people who give support.

A new digital guide aims to identify students missing out on special education services and supports during distance learning.

With understanding, empathy, and evidence-based interventions, we can create an education system that truly leaves no child behind

The funding will establish a center at Vanderbilt University in Nashville, Tenn. that will focus on instructional strategies in reading and math for students with persistent learning struggles.

I worry about my brother Tom. He has Fragile X, the most common cause of inherited learning disability. He can't write, read or understand money. He refers to Covid-19 as 'this bloody flu virus'.

I worry about my brother Tom. He has Fragile X, the most common cause of inherited learning disability. He can't write, read or understand money. He refers to Covid-19 as 'this bloody flu virus'.

1 in 5 Americans Have Invisible Learning Disabilities and they ALL Deserve to VOTE in 2020

As part of Learning Disability Week 2017, we held a roundtable discussion on the topic of parents with learning disabilities to coincide with the launch of our new Iriss Insight on the topic. The discussion highlights how best we can support families where one or both parents have learning disabilities, raises awareness of the key issues, and promotes debate and progress.

It involved Bianca Wood, People First Scotland; Gillian McIntyre, University of Strathclyde; Andy Miller, Policy and Implementation Officer at Scottish Commission for Learning Disability (SCLD); Amanda Muir, Development Manager at Equal Say; and David Barr, Assistant Director at Aberlour.

Bianca is chairperson of the People First (Scotland) Parents' Group, a self-advocacy group of parents with learning disabilities.

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Music Credit: Something Elated by Broke For Free

This is a paper produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS that was about health and social care in Scotland. This paper was written by Elaine Monteith from ENABLE Scotland who participated in the PROP2 programme. What this research paper explores: All women are asked to go to the doctor every few years to get a check for cancer but women who have a learning disability don’t go for these checks as often as other women. The paper explore what barriers there are for women attending for checks and also looks at what could be done to encourage women them to attend.

SCLD brings together some of the most respected practitioners and thinkers from across the learning disability sector who work alongside people who have learning disabilities and their families and carers.The team at SCLD is focused on delivering real change through influencing policy, identifying and sharing evidence and good practice and challenging public attitudes. SCLD aims to be a knowledge hub – offering support, information and new ideas about learning disability in Scotland.

British Institute of Learning Disabilities services help develop the organisations who provide services, and the people who give support.

Previous studies have reported that former late preterm infants are at increased risk for future learning and behavioral problems; thus it has been suggested that their development be closely monitored.

This population-based study indicates that the risk for attention deficit/hyperactivity disorder and learning disabilities may not be higher in former late preterm infants, and therefore intensive neurodevelopmental follow-up may not be required for all late preterm infants. (Read the full article)