Introduction: What This Book Is All About

Much literature emphasises the need for social inclusion, informed choice and the active involvement in society of people with learning disabilities.¹ This includes academic and research articles (e.g. Howarth, Morris, Newlin, & Webber, 2016), advice from organisations working with the cohort (e.g. Debenham, 2018; Mencap, n.d.-a) and information and discussion documents from the UK government (DH, 2001, 2010; DWP, 2019), including legislation (e.g. HMG, 2005, 2010).

Aspirations for equality and inclusion can only be achieved by the provision and consumption of accessible and relevant information (DH, 2008). For the last 25 years, information has, of course, become increasingly disseminated and available in electronic form. Although this medium may greatly facilitate information provision (e.g. Chiner, Gómez-Puerta and Cardona-Moltó, 2017; Seeman & Cooper, 2019) in addition to institutional and other barriers (Williams, 2011), many commentators (e.g. Bohman, 2010; WebAIM, 2013) including the writer (Williams, 2011) have pointed out the difficulties people with learning disabilities have in negotiating online resources.