Improving Health Education Evaluation for All by Promoting Accessibility for Adults With Intellectual and Developmental Disabilities

Abstract

This article discusses the importance of accessibility in health education evaluation. The authors describe the process of adapting components of an existing evaluation and the informed consent process of a research project to maximize accessibility for individuals with intellectual and/or developmental disabilities. Adaptations were made through the application of principles of accessibility and universal design, and by working directly with people with lived experience of disability throughout the adaptation process to identify specific ways to increase accessibility of the materials. Contributions from people with lived experience of disability were crucial to the process. Implications for practice include broadening the involvement of people with disabilities in evaluation design and implementation and increasing practitioner knowledge of accessibility and universal design principles. Implications for policy include ensuring that funding mechanisms actively support inclusion of people with disabilities and the consideration that meaningful engagement of individuals with lived experience is a worthwhile process.