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The impact of COVID-19 on healthcare provision for children with long-term conditions.

This blog shares insights from an ongoing research project that explores how the health systems response to the coronavirus (Covid-19) pandemic affected children and young people with long-term conditions in the UK. Based on a scoping review of academic studies, and subsequent focus groups with healthcare practitioners, parents and carers, the project examines the impact […]

Touch Post COVID-19: Navigating Through Deafblindness in the UK via Haptic-Audiovisual Technologies of Perception

About the project This research looked into the experiences of the deafblind community in Scotland and across the UK during COVID-19. In collaboration with Deafblind UK and Deafblind Scotland, the social experiences of participants were gathered using interviews and audio diaries. Key policy recommendations include: Principal Investigator Dr Azadeh Emadi(University of Glasgow) Project Website Policy […]

Creative Doodle Book: Developing Inclusive Community Arts Engagement During Physical Distancing

About the project This project investigated the value and potential of inclusive online community arts for learning disabled people during COVID-19 lockdowns. In collaboration with Mind the Gap Theatre and Totally Inclusive People, a model for online practice (‘the Creative Doodle Book’) was developed and trialed, primarily with people with learning disabilities, but also in […]

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Research in the time of Covid-19: A conversation about the impact of Covid-19 on research methods between the Pandemic and Beyond and PRAXIS coordination projects.

This blogpost records synchronous and asynchronous conversations between Pascale Aebischer, of the Pandemic and Beyond coordination project, and Luba Pirgova-Morgan, who is examining the impact of Covid-19 on research in the Global Challenges Research Fund and the Newton portfolios, as part of the PRAXIS project at Leeds University.  Pascale:  We’re both of us working with a large number of researchers who […]

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Still not Seen or Heard: The voice and experiences of people with learning disabilities during Covid-19

By Professor Matthew Reason, Principal Investigator of the ‘Creative Doodle Book’ project. The Creative Doodle Book project is a collaboration between Matthew Reason of York St John University, learning disability arts company Mind the Gap and Vicky Ackroyd of Totally Inclusive People. A recurring feature of the UK government’s guidance during Covid-19 concerned ‘shielding,’ giving […]