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A total of 94 food handlers working at 25 premises in the city of Bradford were examined to determine the prevalence of carriage of Escherichia coli O157:H7 on their hands. A total of 50 clerical workers who did not handle food on a professional basis were recruited as controls. All subjects made palmar impressions on 225mm² plates containing modified cefixime‐tellurite sorbitol MacConkey agar. In contrast with earlier studies, which examined only abattoir workers, none of the food‐handlers or controls in this investigation carried the bacterium on their hands.

This paper aims to explore the experience of working with different conceptualisations of participation and participatory practice. This is done through an examination of the involvement of a technology company within a multinational, 3-years participatory research project involving 13 partners and over 200 disabled people.

This paper provides a case study, narrative account of a range of activities undertaken within the project, presenting a rare and much-needed explicit insight into the emergence of participatory ways of working and the reasoning and tensions behind them.

Through the case study gaze of one of the technology companies involved, it explicates the underpinning processes of the participatory approach and how these challenged the notions of various partners.

This paper shows how engaging in meaningfully participatory research creates profound institutional challenges for technology developers. The subsequent need to make hard decisions and compromises throughout disrupts traditional ways of working and anticipated outcomes. However, it also reveals opportunities for delivering unanticipated and transformative outcomes, highlighting the need for greater flexibility in funding research that aims to be participatory.

There is a need for more in‐depth exploration of the e‐learning experiences of disabled learners in higher education, taking into account the complex relationship between learners (skills, knowledge and beliefs), their assistive technologies and the e‐learning contexts in which learners are required to operate. Participatory methods appear to have great potential in enabling the voice of disabled learners to be a more central focus of e‐learning studies. This paper will describe and evaluate a two‐year research project called LExDis, which aims to use participatory methods to explore the e‐learning experiences of disabled learners in one higher education institution. The experience of conducting phase one of the LExDis project will be discussed with regards to three main challenges to using participatory methods: informed participation; valued participation; and empowered participation.

This paper aims to report the findings of a systematized literature review focusing on participatory research and accessibly in the context of assistive technologies, developed for use within museums by people with sensory impairments or a learning disability. The extent and nature of participatory research that occurs within the creation of technologies to facilitate accessible museum experiences is uncertain, and this is therefore a focus of this paper.

This paper is a systematized literature review and subsequent thematic analysis.

A screening of 294 research papers produced 8 papers for analysis in detail. A thematic analysis identified that the concept of accessibly has nuanced meanings, underpinned by social values; the attractiveness of a technology is important in supporting real-life usability; and that the conceptualization of participation should extend beyond the end users.

The argument is made that increasing the participation of people with sensory impairments and learning disabilities in the research process will benefit the design of technologies that facilitate accessibility for these groups.

An original notion of participation has emerged from this review. It includes the participation and goals of disabled people but has expanded the concept to encompass museum personnel and indeed the physical and social spaces of the museums and heritage sites themselves. This constructs a broad of participation, with different aspects being reflected across the review’s research papers.

The Americans with Disabilities Act (ADA) was enacted in 1990, comprehensively addressing the life needs and civil rights of people with disabilities (PWDs). Although the ADA would prohibit discrimination in the workforce, public services, transportation, and information, therefore spurring efforts by private and public institutions to plan for and adopt accessible environments and practices, the actual voice and experience of PWDs often remains unacknowledged, even on university campuses and in academic programs that purport to have progressive ideals. This chapter examines the efforts made by one midsized, comprehensive, American university not only to remove architectural, social, and academic barriers to student success as required by law, but to establish an academic voice for the disability experience and the disability rights movement through the newly founded Accessibility Studies Program.

The purpose of this paper is to summarise the current state of empirical knowledge pertaining to online risk and cybercrime relating to people with intellectual disabilities (ID).

This narrative review summarises, synthesises and critically evaluates the current literature and state of knowledge and offers suggestions for extending current knowledge and practice.

Evidence regarding risk for people with ID is limited but growing. Existing findings highlight that: risk may increase contingent upon higher levels of sociability, loneliness, anxiety and depression, poorer insight, judgement, discrimination and ability to detect deception online and reduced experience and life opportunities; people without ID perceive high online risk for people with ID, which may lead to gatekeeping restrictions and controlling digital access; restriction may potentially impede online self-determination, participation and development by people with ID; and experience of risk may enhance awareness, independence and resilience in managing future online risk amongst people with ID. Further research work is needed in this area to enhance understanding of risk experience and effective support strategies.

This review of current knowledge has highlighted the necessity for more research to better understand the propensity for engagement in different risky online behaviours and to better inform support practices to help people with ID to manage risk whilst maintaining digital inclusion.

This chapter historicizes the social construction of racism in Brazilian society and its relation to the development of the library and information science (LIS) field. It is a theoretical-reflective research built on the scientific literature of the field of LIS and related areas that aims at reflecting on social justice in Brazilian libraries and creating strategies to confront institutional racism. The authors develop five main points to understand Brazilian racism: the myth of racial democracy, structural and institutionalized racism, the whitening ideology, whiteness, and the epistemicide of black knowledge. The authors then discuss racism and the promotion of white supremacy in library teaching and professional action in libraries. Black US American and Black Brazilian Librarianship movements show that the activism and political action of black librarians advance the development of informational counter-narratives. Finally, the authors recommend three strategies for social, racial, and informational justice in the LIS field: including ethnic-racial studies in basic university courses curricula; building diverse, inclusive collections that account for ethnic-racial themes and authors; and considering “Pretuguese” keywords while indexing, in order to counter exclusion and promote epistemic repair. The authors conclude by advocating for these strategies to steer LIS professional and educational spheres toward contributing to forward an anti-racist society.

This chapter presents a case study of the University of South Africa (Unisa), an Open Distance and e-Learning (ODeL) institution, to highlight the innovative strategies the university adopts to create inclusive learning spaces for students with hearing and visual disabilities and impairments in an ODeL environment. In doing so, this chapter first highlights the obstacles that students with hearing and visual disabilities and impairments face in the higher education sector in South Africa in general, and then closely examines the challenges these students face within a distance-learning context, with particular reference to the post-apartheid era. Subsequently, the discussion steers towards the specific context of Unisa and the approaches embraced by its Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) to create an inclusive learning environment for these students. A close examination of the various sound and audio formats, as well as support services for documents in Braille, for example, for students with visual impediments and a discussion of the support systems, such as sign language interpretation, among other support structures, for students with hearing difficulties are then put forward. The chapter concludes with a discussion of the ethical issues associated with the use of assistive devices and other support structures for these students, before putting forth recommendations, and making suggestions for possible future studies.