Leeds Arts University

ABSTRACT Background Previous research has investigated the factors that promote or reduce accessibility for people with learning disabilities. However, the role of people in facilitating accessible spaces, experiences and services and the characteristics on individuals that make them ‘accessible’ has been under‐considered. Methods The present study reports on the findings from a participatory action doctoral research project. Seven people with learning disabilities were recruited and trained as co‐researchers on the project. Co‐researchers investigated the concept of ‘Accessible People’ via group discussion, drawings and poetry. Findings People were considered to positively or negatively influence accessibility in a range of contexts. Thematic analyses revealed 10 characteristics of Accessible People. Characteristics included interpersonal qualities (such as being open‐minded, friendly and welcoming and helpful and supportive) and competency‐based qualities (including knowledge of learning disabilities and being easy to communicate with). Conclusions Accessible people were reported to play a crucial role in supporting the accessibility of spaces, activities and experiences. Embodiment of the characteristics of accessible people may enhance accessibility for people with learning disabilities in a variety of contexts.

This study examines how different classroom strategies influence learners’ academic outcomes. Specifically, it investigates the extent to which teachers employ differentiated instruction, student engagement strategies, contextualized learning materials, and the integration of real-world scenarios. The study also assesses learners’ academic performance in English, Mathematics, and Science, exploring significant relationships between teaching strategies and student achievement. A descriptive-correlational design was used, involving 30 teachers and 162 learners as respondents. Data were collected through validated survey questionnaires and analyzed using weighted mean, Pearson correlation, and t-tests. Findings revealed that teachers strongly agreed they frequently used all four strategies, with differentiated instruction and real-world scenarios being the most consistently applied. Learners demonstrated high performance across all subjects, with outstanding results in English and very satisfactory ratings in Mathematics and Science. Significant relationships were identified between differentiated instruction and real-world scenarios and overall academic performance, while student engagement strategies were particularly linked to improved Mathematics and Science outcomes. Contextualized learning materials, though commonly used, did not show a strong direct correlation with higher grades in this study. The results highlight the importance of personalizing lessons and connecting content to real-life contexts to enhance learning. The study recommends further training, resource provision, and professional collaboration to sustain effective practices. An enhancement plan was developed to guide continuous improvement in instructional strategies, aiming to strengthen learner engagement and achievement.

This article explores the implementation of Connected Art Practice in diverse learning environments, serving as an immersive entry point for students and researchers to develop collaborative transdisciplinary skills. This innovative approach integrates audio, educational, and sustainability research, employing sound-interaction methods applied to tangible objects. Participants engage in exploring the interplay between objects representing interests or values, fostering the creation of a visual and linguistic network of interconnectedness. Inspired by artistic research, particularly Dérive, the practice provides experiences of connectedness to others and the environment, intertwined with reflections and discussions that foster a community of inquiry. This community collaboratively designs shared practices or projects, encouraging a holistic approach to transformative learning, addressing heterogeneity, complexity, authenticity, critical awareness, and emotional connectedness. All three case studies utilized qualitative analysis in artistic and academic settings. Datasets were collected in case study two from group discussion, participant observation, press releases and documentary photographs. In case studies one and three, audio–visual recordings, participant observation, field notes, and photo-documentation were collected. This study demonstrates that “Connected Art Practice” enhances competences in artistic expression, communication, and collaboration across disciplinary, social, and cultural boundaries. Specifically, it contributes to creative reinvention, personal sharing, self-reflection, and the capacity to co-design diverse projects. The paper concludes by discussing findings and pointing out the essential qualities of Connected Art, providing insights and resources for educational and research institutions seeking to foster transdisciplinary engagement and transformative learning in their curricular activities.

This article considers an arts-based project, Learning Returns (2023), that seeks to capture the experiences of adults who have returned to arts study after some time away from formal education. The aims of the project are twofold: firstly, to evaluate the combination of narrative inquiry and digital film-making hosted on YouTube as a method of investigating adult learning and secondly, through an analysis of the Learning Returns content, to discover what themes the participants considered important to communicate to an imagined, virtual audience. The findings suggested that the aesthetics of the videos/films interconnect with the lived experiences of the participants. The participants were able to give an account of their experiences spontaneously, and at the same time communicate messages of hope to prospective adult returners. It was also discovered that the editing process offers a means of analysing the content of the films that is analogous to the approaches associated with qualitative research.

This study explores the perceived roles of children in antimicrobial resistance (AMR) in two sites across Nepal. AMR is a global challenge and underpinned by many complex behavioural drivers including how antimicrobial medicines are sourced and used. Because of this social dynamic, several research groups are using community engagement (CE) approaches to understand AMR at community level. However, most data negate the importance of children in behaviours linked to, and potentially driving AMR. In this study, authors apply secondary analysis methods to 10 transcripts representing the views of 23 adults engaged in an AMR-focused film-making project. By focusing on participants' reference to children, we reveal that antimicrobial usage and adherence to health providers' messages can be influenced by the age of the patient. Secondly that children are involved in some of the behaviours which are known to drive antimicrobial resistance such as purchasing over-the-counter antibiotic drugs. Finally, community members discuss that, with careful creation of resources, AMR could be meaningfully presented in educational settings with a view to children acting as agents of change around AMR-driving behaviours. Findings suggest that age-inclusive community engagement projects could be effective in tackling AMR at community level in Nepal and other low resource settings.

PurposeThe current article focuses on the experiences of live music event attendees with visual impairment (VI). It outlines the factors which impact on the accessibility of events and considers how accessibility might be improved for these individuals.Design/methodology/approachThe article reports on findings from a mixed-methods project utilising a structured interview study (N = 20) and an online survey (N = 94). Interview data were analysed using Interpretative Phenomenological Analysis, providing in-depth insight into participants’ experiences before and during events. Quantitative survey data were analysed descriptively and statistically, and Thematic Analysis of open-ended responses was carried out.FindingsAttendance at live events varied amongst participants, and so too did the factors impacting on their attendance. Challenges were identified in relation to several key areas: accessing information and tickets, experiences with staff, navigation and orientation, and the use and availability of disabled facilities and specialist services.Originality/valueThis article is the first to offer in-depth exploration of music event accessibility for individuals with VI. It builds on existing research which has considered the experiences of deaf and disabled attendees but has not yet offered adequate representation of individuals with VI. The article offers practical recommendations for venues and organisers seeking to ensure accessible events for all and contributes to the wider discourse surrounding inclusivity at music, arts and cultural events.

Abstract Observations of the real‐time state of the atmosphere are required in order to initialize numerical weather prediction (NWP) models. As NWP resolution improves, more observations are needed, to better capture regional variations in atmospheric conditions. In particular, surface observations are necessary to reflect conditions experienced on the surface. One proposed opportunity to increase the number of surface observations available for assimilation into NWP is to crowdsource the data from home weather stations. This study investigates the outdoor air temperature measurements made by Netatmo home weather stations, through validation against a calibrated laboratory chamber and by evaluating quality control schemes that are applied to a UK‐wide network of Netatmo stations. In a series of controlled lab experiments, it was found that the Netatmo temperature sensor was accurate to 0.3°C. The response to fluctuations in temperature is lagged, with τ (the time taken for 63% of the change to be measured) calculated as 12.7 min for a near‐instantaneous decrease in temperature. Netatmo temperature observations were compared with Met Office MIDAS hourly weather observations. A warm bias in excess of 1°C was present in the Netatmo temperature observations, which was lessened by the three quality control schemes tested, but still in excess of 0.5°C. Hence, Netatmo temperature measurements have potential to be assimilated in NWP in the United Kingdom, but work is required to find a suitable agreed quality control scheme to filter out anomalous observations in the United Kingdom.