Survey of the linguistic accessibility of websites designed for people with intellectual disability

Authors

  • Karen Bunning University of East Anglia (UEA)
  • Emma Trapp Clacton Hospital (Children's Centre)
  • Kate Seymour UEA
  • Michele Fowler UEA
  • Beth Rollett Great Yarmouth and Waveney Primary Care Trust

DOI:

https://doi.org/10.1558/japl.v7i3.297

Keywords:

Website Text, Linguistic Analysis, Accessibility, Readability, Intellectual Disability

Abstract

Internet usage is high amongst the general population but access problems persist for adults with intellectual disability. A descriptive study was conducted to explore linguistic accessibility of websites designed for this user group. The purposive sample comprised fifteen U.K. based websites associated with the self advocacy organisation People First, plus a matched, mainstream website for comparison. Linguistic measures at lexical and sentence levels were applied to text samples from each website. Readability scores ranged from 4.4 to 23.6 with only three websites achieving below the recommended standard for universal accessibility. Word variability scores ranged from 54 to 80 with many websites employing diverse vocabularies. Most of the websites achieved word frequency mean values within the 5 to 800,000 range. Only one website achieved scores indicative of positive accessibility value on all three measures. Mainstream website scores were unremarkable compared to the People First websites. Linguistic accessibility of websites designed for people with intellectual disability appears to be highly variable. A review of text authoring principles is called for as well as consideration of a mediating role for significant others providing support.

Author Biographies

  • Karen Bunning, University of East Anglia (UEA)

    Karen Bunning, PhD is a reader in speech & language therapy in the School of Allied health Professions, University of East Anglia (UEA). Her research interests lie in the field of intellectual disability, in particular regarding issues of linguistic access and social interaction. Her most recent publication is Bunning et al (2010). Interaction between teachers and students with intellectual disability during computer-based activities: the role of human mediation. Technology & Disability 22(1-2), 61-71.

  • Emma Trapp, Clacton Hospital (Children's Centre)

    Emma Trapp graduated from UEA with a first-class honours degree in 2010. Her clinical interests include autistic spectrum disorders, and she hopes to eventually work with children with social communication disorders. She is currently working as a paediatric speech and language therapist at Clacton Hospital (Children's Centre).

  • Kate Seymour, UEA

    Kate Seymour received her degree in speech & language therapy from UEA in 2010. She is currently working in private education as a teaching support worker with children with mild learning and social difficulties. Her particular area of clinical interest is related to speech and language intervention within the education setting, particularly the collaborative relationship between therapist and school.

  • Michele Fowler, UEA

    Michele Fowler received her degree in speech & language therapy from UEA in 2010.

  • Beth Rollett, Great Yarmouth and Waveney Primary Care Trust

    Beth Rollett received her degree in speech & language therapy from UEA in 2010. She is currently working as a bank therapist for Great Yarmouth and Waveney Primary Care Trust.

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Published

2013-04-03

Issue

Section

Articles

How to Cite

Bunning, K., Trapp, E., Seymour, K., Fowler, M., & Rollett, B. (2013). Survey of the linguistic accessibility of websites designed for people with intellectual disability. Journal of Applied Linguistics and Professional Practice, 7(3), 297–316. https://doi.org/10.1558/japl.v7i3.297

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