ABSTRACT
People with intellectual and developmental disabilities (IDD) have been identified as particularly vulnerable to the COVID-19 virus. Besides susceptibility to viral threats, adults with IDD often find it difficult to make the changes in behavior and routine that are necessary to minimize risks of exposure and infection. The Centers for Disease Control and Prevention (CDC) is concerned that individuals with developmental disabilities receive vital guidance in a format they could understand. The CDC engaged the team at Georgia Tools for Life at the Center for Inclusive Design and Innovation at Georgia Tech to conduct a rapid assessment as to whether current CDC guidance addressed the unique communication differences that such individuals may require and to suggest ways to improve this communication. A Rapid Needs Assessment study was conducted that involved interviews with six adults with IDD. These sessions asked them to interact with CDC's COVID-19 materials. The team collected feedback on ease of reading, comprehension ability, formatting, and use of images. In addition, a set of group interviews with four care providers was completed, collecting feedback on the same issues and materials. When shown a CDC COVID-19 webpage, individual participants with IDD reported having difficulties reading and understanding the content due to unfamiliar vocabulary, lengthy and complex sentences, and dense text. Both caregivers and individuals with IDD suggested that documents should present simpler words and less text and raised questions regarding the effectiveness of use of images in such guidance. Individual comments helped researchers shape recommendations for production of more appropriate documents.
ABSTRACT
The Centers for Disease Control and Prevention (CDC) is a trusted source for public health information, but people must be able to access and understand that information for it to be used. The CDC and the CDC Foundation recognized the need to ensure that its guidance documents related to COVID-19 were accessible to the full range of individuals with disabilities, including those with intellectual and developmental disabilities who read or listen with comprehension at or below the third-grade level. In response to this need, they contracted with the Center for Literacy and Disability Studies (CLDS), Department of Allied Health Sciences, University of North Carolina at Chapel Hill, and the Center for Inclusive Design and Innovation, Georgia Institute of Technology, to create easy to read versions of a collection of guidance documents related to COVID-19. The CLDS began the process by seeking existing guidelines or research to support the creation of these documents. When no such information was located, the CLDS conducted a systematic review of the literature and developed the Minimized Text Complexity Guidelines. The outcomes and benefit of this work include improved access to critical information regarding COVID-19 for individuals with intellectual and developmental disabilities, as well as other adults who read and listen with comprehension below a third-grade level.