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Submitting institution
University of East London
Unit of assessment
20 - Social Work and Social Policy
Summary impact type
Societal
Is this case study continued from a case study submitted in 2014?
No

1. Summary of the impact

People with learning disabilities (LD) in the UK experience exceptional social exclusion and inequality. In 2017, the Equality and Human Rights Commission reported that in terms of education, standards of living, health and social care, and participation, people with disabilities achieve poorer outcomes than their non-disabled peers.

Minnion and the RIX Centre team, has pioneered multi-media advocacy via “The RIX Wiki'' software tool, which directly addresses inequalities faced by people with LD.  This has benefited people with LD in the UK by enabling them to communicate their views, wishes, aspirations and preferences to ensure improvements in the services they receive.

2. Underpinning research

Figure 1. RIX Wiki software

Embedded image

The RIX Centre was founded in 2004 and utilises person-centred approaches to promote self-advocacy for people with disabilities ( R3, R4). The RIX Centre has successfully developed ways of using emerging techologies to transform the lives of those with learning disabilities (LD), particularly for those who do not use speech-based communication ( R2, R5). This is known as multimedia advocacy. Minnion and team developed the “RIK WIKI, a software tool, where portfolios of media content are developed to enable children, young people and adults with LD to self-advocate and communicate their choices, needs and aspirations, as they plan their futures, and engage with a wide range of professionals ( R1, R3).

The RIX Wiki software

Multi-media advocacy practices and The RIX Wiki software has been used to improve:

  1. The education and advocacy of young people with LD in transitions

  2. Accessibility of services

  3. Delivery of care services during Covid19

Education and transition

Minnion developed accessible personal Wiki software for young people with LD to plan and self-advocate their transition to adulthood ( R3, R5, G4). Minnion’s team co-developed training resources with professionals and carers to ensure young people’s needs and wishes were more effectively communicated to ensure *person-centred planning support for their transition ( R3).

Pilot trials that took place between 2013-2016, with 14 UK local authorities and 11,550 young people and their families on the SEND Pathfinder programme, researched and developed the RIX Wiki software solution. Minnion hosted an active and inclusive ‘community of practice’ for disabled people and carers to develop multimedia advocacy with support staff, professionals and service-provider organisations ( R3).  The use of the RIX Wiki addresses the issue of poor information sharing across services (R3, R4).** RIX developed easy-to-use multimedia Learning Portfolios and Platforms in approximately 40 schools with Mencap ( G1) and UK Specialist College Network ( G2)

Accessible services

Work with the Social Care Institute for Excellence addressed the need for easy-to-understand information about community services for adults with LD ( R6). A group of experts by experience reviewed services and shared their findings with peers, using The RIX Wiki.  This resulted in the development of accessible websites for 6 London councils ( R6, G3). Additionally, commissioned research with NHS Trusts and health and social care teams enhanced the RIX Software for use in Health and Care Plans, Hospital Passports, Mental Health Wellbeing Plans and a multimedia ‘NHS Family & Friends Test’ for Primary Care ( G5, G6).

Delivery of care services during Covid19

Work with the London Borough of Redbridge and 3 care provider organisations introduced a RIX Wiki toolkit for people with LD receiving community-based care services to help reduce social isolation and maintain links with professionals during periods of lockdown and the closure of community services ( R1, G8).

Minnion researched best practice models for adoption, implementation and long-term use of multimedia advocacy across education, health and social care sectors and focused on developing strategic implementation tools and workforce-training resources to accompany RIX Wiki Software ( R3, G7).

3. References to the research

R1. Minnon, A., Kwiatkowska, G., Watts, P., Finch, J., Wilkes, C. 2020. The RIX Multi Me toolkit: RIX research & media feasibility report. RIX Research & Media, University of East London. https://repository.uel.ac.uk/item/88v8q

R2. Minnion, A., Kwiatkowska, G., Sharpe, D. 2017. RIX Wiki evaluation toolkit. Institute for Health and Human Development, University of East London. https://repository.uel.ac.uk/item/88v88

R3. Kwitakowska, G. and Minnion. A. 2013. Multimedia advocacy for person-centred planning, pilot report. RIX Research & Media, University of East London. https://repository.uel.ac.uk/item/88v8

R4. Saward C., Minnion A., Kwiatkowska, G. 2013. W2ID – Web 2.0 for people with Intellectual disabilities. Education, Audiovisual and Culture Executive Agency, European Commission https://repository.uel.ac.uk/item/88vvy

R5. Bunning, K. Heath, B., Minnion A. 2009. Communication and empowerment: a place for rich and multiple media? Journal of Applied Research in intellectual Disabilities, 22(4), 370-379. https://doi.org/10.1111/j.1468-3148.2008.00472.x

R6. Minnion, A. 2008. Beyond the road ahead- project report. The RIX Centre with Social Care Institute for Excellence Rix Centre, University of East London. https://repository.uel.ac.uk/item/88v7y

G1. Andrew Minnion, ‘Project @pple’, ESRC/EPSRC/DTI ‘PACCIT’, 2002-2004, GBP370,000.

G2. Andrew Minnion, ‘Infolio’, JISC TechDis, 2008-2011, GBP105,000.

G3. Andrew Minnion, ‘Beyond the Road Ahead’, SCIE, 2005-2006, GBP150,000.

G4. Andrew Minnion, ‘ClickStart’, Learning and Skills Council, 2008-2010, GBP335,000.

G5. Andrew Minnion,‘ICICLE’, NIACE, 2012-2014, GBP50,000.

G6. Andrew Minnion, ‘My Health, My Say, My Way’, NHS England, 2014, GBP100,000.

G7. Andrew Minnion, ‘SEND Pathfinders Co-Production Trials’, DfE Innovation funds, 2012-2016, GBP350,000.

G8. Andrew Minnion, NHSxTechforce19 Competition, 2020, GBP65,000.

4. Details of the impact

People with LD are structurally disadvantaged in terms of their human rights. In 2001, the Valuing People report noted poor community-based service provision and planning processes at key transitions, lack of choice and control over their own lives, unmet health-care needs, limited housing and employment opportunities, and significant digital exclusion.

Embedded image Multimedia advocacy for children and young people

The Children and Families Act 2014 promoted the inclusion of the voice of the young person and engagement of all agencies in a single “Education, Health and Care Plan” (EHCP) - a directive that RIX’s software solution was particularly well suited to address. ( S1)

Figure 2 Nurse assists with advocacy

Since 2014, the use of the RIX Wiki in 65 UK schools and colleges has resulted in 2,890 learners engaged in the person-centred planning process. Evaluation has evidenced significant improvement in communicating individuals’ views and wishes, better communication between home, schools and professional services such as NHS therapies and social work and improved provision of local information to support their journey to adult life in the community ( S2). The use of the RIK Wiki in schools and colleges has therefore significantly   developed the “pupil voice” and informed self-advocacy for those with LD ( S3). Parents and carers have reported improved communication, for example:

“It eases the ever-heavy challenge of coordinating all professionals and family and communicating real-life detail on behalf of a non-verbal child - helping improve my daughter's quality of life by providing a tool for quality communication.” ( S4)

Employability

Inclusive education for employability, independent-living and social inclusion has also been a focus on 5 large-scale EU projects undertaken by RIX since 2014 that have engaged 1200 learners with LD in face-to-face workshops and reached thousands more via these projects’ accessible multimedia learning resources. These resources have been translated into 7 languages and are distributed freely online. School and college leavers’ employability has been improved through production of personal multimedia CVs that help prospective employers understand learners’ support needs, alongside their skills and abilities. ( S5)

Multi-media advocacy for Adults

The Care Act 2014, England has a number of guiding principles including, but not limited to, valuing people's experience and knowledge of their own needs, involving users in decision making and that actions taken to support individuals should have minimal impact on rights and freedoms (Feldon, 2017).  The RIX Wiki therefore was ideally placed to realise the underlying principles of this Act and the principle enshrined in the Valuing People report (2001) with its endorsement of accessible, easy to understand information and engagement with the voice of the service-user in person centred planning. ( S6)

Figure 3 RIX in Times Square, New York

Embedded image Minnion’s action research has resulted in 20,000 annual RIX Wiki accounts for use with adults, with training and consultancy across 20 UK local authorities, NHS services and social care providers. 6,019 professionals and parent/carers have completed training over this period, with 75% provided via face-to-face provision. This work has transformed traditional care and support practices, pioneering use of digital person-centred tools for the first time for 88% of trainee participants. This has driven culture-change for organisations struggling to adopt personalised care provision over legacy paper-based processes that interpreted assessment as a one-off service-led process that failed to engage effectively with the voice of young people and their carers. Use of RIX software positively engages parents and carers ( S7), which local authorities report has helped reduce adversarial meetings and costly tribunals, saving public-costs.

Digital innovation

Minnion’s research on “ My Health My Say” won the Patient Experience Network (PEN) National Awards, in the Access to Information category in 2015 . RIX software is adopted as a demonstrator by NHS Digital who have affirmed that Minnion’s R&D “aligns with the current thinking and innovation” and “will make a significant contribution to the development of new and improved care for people with disabilities in the UK” ( S8).

The RIX Wiki is one of 11 innovations chosen in March 2020 via a rigorous multi-stage selection process for the NHS Innovation Accelerator to support adoption of the software into the NHS ( S9). It is one of just 2 innovations selected from 1,643 applications to progress to Phase2 of the NHS x ‘TechForce19’ challenge with funding to address risks for vulnerable people facing isolation due to Covid19.  RIX software rolled out for 1,050 at-risk people with LD and their carers during 2020 lockdowns and improved social connectivity, bettered support and reduced risk of mental health issues through deployment of a RIX Wiki-based online support-network ( R1).

5. Sources to corroborate the impact

S1. UK Government, Department of Health and Department of Education. 2015. Special educational needs and disability code of practice: 0 to 25 years. Department of Health and Department of Education. Particularly, 19-59.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

S2. Camden Council, Resources - Easy read information | Cindex

S3. Annie Grant, Multimedia Advocacy, Special Children 217,14 February 2014, 40-42. http://www.atomicmediaproductions.com/wp/blog-4/page/3/

S4. Emma Townsend, Parent/Carer, Westfield School, Herefordshire, from the Herefordshire multimedia advocacy implementation pilot, interim report to Herefordshire County Council, April 2019. https://www.herefordshire.gov.uk/downloads/file/18768/wikime_herefordshire_interim_evaluation_report_april_2019.pdf

S5. Social inclusion of learner’s project, EU Erasmus+ project website and learning platform. http://www.soil-project.eu/en/About-SOIL/

S6. Minnion, A. 2014. Multimediale Selbstvertretung Von Menschen mit Geistiger Behinderung – Neue elementare Kompetenzen fur die Erwachsenenbildung. Grenzenlose Kommunikation. B ehinderte Menschen 3/2014, 8-19.

Translation: Minnion, A. 2014 Multimedia self-representation of people with intellectual disabilities - new elementary competencies for adult education, Grenzenlose Kommunikation. Behinderte Menschen (Translation: Boundless Communication. Disabled people) 3/2014, 8-19. S7. Tania Tirraoro (founder and co-director Special Needs Jungle Ltd), ‘One Page Profiles and EHC plans the Wiki way. Special Needs Jungle, 17 February 2016. https://www.specialneedsjungle.com/one\-page\-profiles\-and\-ehc\-plans\-the\-wiki\-way/

S8. Testimonial from Keith Strahan, Principal Clinical Lead, NHS Digital Social Care Programme ‘Integrated Care’. He presented the RIX wiki in the ‘Care Showcase 2019’ NHS Digital.

S9. Minnion’s selection for 2020 NHS Innovation Accelerator Fellowship, New NHS Innovation Accelerator Fellows announced for 2020! - NIA (nhsaccelerator.com)

S10. M. McKean, NIA Communications Manager, NHS Innovation Accelerator COVID-19 Response Website. Innovative solutions for the future of the NHS. Published 23rdSep 2020. https://covid19.nhsaccelerator.com/?biro-theme=5#filters

Submitting institution
University of East London
Unit of assessment
20 - Social Work and Social Policy
Summary impact type
Societal
Is this case study continued from a case study submitted in 2014?
No

1. Summary of the impact

As children go online, strategies must be developed to make sure that their online interactions are safeguarded. Research, led by Davidson, addressed major social issues and improved national and international policy, industry, and practice. This research has led to several impacts including: affecting online harm policies, internet service regulation and the development of the UK Safety Tech Sector; development of a child online protection policy and five-year implementation plan in Rwanda. The key beneficiaries are young people, vulnerable children and agencies working to protect them from online harm, UK and international policy makers in the area of online harms.

2. Underpinning research

While the safe and creative use of digital technologies offers children previously unimaginable opportunities, there is a growing understanding of the risks and harms to children associated with its use.  Davidson’s research has focused upon child and adult online harms exploring offending behaviour including online grooming; child and adult online behaviour and safety; legislation and policy at national and international level; policing and industry practice in the prevention of online harms.

Current research focuses upon young people’s pathways into illegal Internet use and prevention-focused awareness raising, funded through an H2020 grant ( G7). A Child Online Protection (COP) policy and five-year implementation plan in Rwanda ( R3, G6) was supported by an understanding of child and adult online harms ( R4, R5, G5).

Findings from the Gap Analysis conducted in Rwanda were instrumental in identifying specific services relevant to COP, developing and fine-tuning the communications strategy, and gaining a better appreciation of understanding of online harm against children.

This work is important as it contributes to awareness raising and prevention practice with adults and young people informing UK and International policy. The latest research builds upon other similar studies informing child online protection led by Davidson in the UK, EU (EC Safer Internet, 2012 and EC ISEC, 2016 R5, G1) and MENA region (EVAC, 2014 (G2) and TRA Bahrain, 2010-2016, R5) and other current research focusing upon VSP guidance on child online harms in the forthcoming Online Harms Bill (England and Wales, OFCOM, 2020-2021).

Findings from the recent research on adult harms suggest that:

  1. The majority of adults experience some form of online hate and many experience online harassment. Online harassment encompasses a broad spectrum of abusive behaviours enabled by technology platforms and used to target a specific user or users;

  2. Online harassment can have a lasting impact on those who are victimised, ranging from mental or emotional stress to financial loss and in some cases difficulty in securing employment and housing (R4).

This research has been developed further in a study, funded by the DCMS, exploring the role and significance of the UK Safety Technology sector ( R2, G5). Davidson contributed to this study which highlights significant growth within the sector, with the number of dedicated online safety firms doubling in the last 5 years and investment increasing more than eight-fold in 2019. Findings indicate that UK safety tech providers currently hold an estimated 25% of the global market share and the number of dedicated safety tech firms has doubled in the last 5 years. In 2019, the sector generated GDP226 million in annual revenues, and has grown rapidly. This research ( R2) is of central importance to the forthcoming UK Online Harms legislation.

3. References to the research

R1. Davidson J., DeMarco, J., Bogaerts S., Pace U., Aiken M., Caretti, V., Schimmenti A., Bifulco A. 2020. Exploring policing and industry practice in the prevention of online child sexual abuse, in Bryce, I., and Petherick, W. (eds) Childhood sexual abuse: forensic issues in evidence, impact, and management. Academic Press/Elsevier, 657-677. https://doi.org/10.1016/B978-0-12-819434-8.00030-1

R2. Donaldson, S., Davidson, J., Aiken M. 2020. Safer technology, safer users: the UK as a world-leader in Safety Tech. https://www.gov.uk/government/news/new-report-reveals-uk-as-world-leader-in-online-safety-innovation

R3. Davidson, J., Kidron, B., Phillips, K. 2019. Child online protection in Rwanda. University of East London and 5Rights Foundation. https://5rightsfoundation.com/uploads/cop-in-rwanda-report.pdf

R4. Davidson, J., Livingstone, S., Jenkins, S., Gegowski, A., Choak, C., Ike,T., Phillips K. 2019. Adult online hate, harassment and abuse: a rapid evidence assessment. UK Government: UKCIS and the DCMS. https://www.gov.uk/government/publications/adult-online-hate-harassment-and-abuse-a-rapid-evidence-assessment

R5. Davidson, J., and Bifulco, A. 2018. Child abuse and protection: contemporary issues in policy, practice, and research. Routledge.

G1. Julia Davidson, ‘Exploration of policing and industry practice in addressing online child abuse’, European Commission ISEC fund, 2013, GBP670,000.

G2. Julia Davidson, ‘Online child safety in the MENA Region’, WeProtect, March 2015-March 2016, GBP350,000.

G3. Julia Davidson, ‘Exploring the context of CSA and CSE offending’, Centre of Expertise in Child Abuse/Home Office, February 2016-December 2017, GBP340,000.

G4. Julia Davidson, ‘Youth Pathways into cybercrime’, Europol EC3 and Private investor (VC), March 2016-December 2016, USD100,000.

G5. Julia Davidson, ‘UK Council for Internet Safety Rapid Evidence Assessment Adult online harms (report to inform white paper on Internet safety)’, Department of Culture, Media & Sport, July 2018-June 2019, GBP60,000.

G6. Julia Davidson with 5Rights (Baroness Beeban Kidron), ‘End violence against children. Development of child online protection policy and implementation plan for the Government of Rwanda, 5Rights, September 2018-April 2019, USD180,000.

G7. H2020 (CC Driver), ‘Exploring the human and technical drivers of cybercrime, Grant No 883543, May 2020-May 2023, EUR5,000,000. UEL aspect explores youth pathways into cybercrime (EUR816,000 to UEL).

4. Details of the impact

Davidson has been working with the Government of Rwanda, University of Rwanda and 5Rights Foundation, supported by the Global Partnership to End Violence Against Children, to develop a Child Online Protection (COP) Policy ( R1) since 2018.

Figure 1 Grey parrot logo

Embedded image The child online protection policy and plan were adopted in 2019 by the Government ( S1, R1) across key areas including: health; criminal justice; education; industry; civil society and in the community. A national awareness raising campaign has been designed to be rolled out through community networks and schools in 2019. This was co-designed with stakeholders in Rwanda, the logo incorporates a grey parrot which symbolises intelligence and is held in high regard in Rwanda. The campaign would have been piloted and evaluated by Davidson and her team earlier in 2020 but was delayed due to the pandemic. The work is being continued in a newly formed Youth Safeguarding Network in Rwanda, Sierra Leone, Zambia and South Africa funded through the Global Challenges Research Fund.

The project also included the design of a COP educational module, that was incorporated into the University of Rwanda (UoR) undergraduate community programme from 2020, ensuring that all UG students trained at the University will have awareness of COP issues. As of June 2020, 5000 UG students at the UoR had received the COP training and have brought the key messages to their families and communities. ( S2)

Child and Adult Online Harms in the UK

Davidson is the Chair of the UK Council for Internet Safety (UKCIS) Evidence Group. The role of the EG is to ensure that UKCIS policy and practice is informed by the most current UK and international research.  She is also Chair of the Independent Inquiry into Institutional Child Sexual Abuse Research Ethics Committee and a Member of the Europol Cybercrime Centre (EC3) Expert Academic Advisory Group. Davidson has undertaken two reviews with Livingstone that have informed recent government policy in this area. The first review undertaken in 2017 informed the Government Green paper on Internet Safety and the most recent review is the first of its kind and contributed to the Govt Online Harms White paper ( S3, R4). Davidson was awarded an OBE in the Queens Honours List 2020 for services to Internet safety.

The UK Safety Technology (tech) sector

Follow-on research undertaken for the Department of Digital, Culture, Media and Sport examined the developing UK Safety Tech sector market. The analysis focused on the development of technology or solutions to facilitate safer online experiences, and to protect users from harmful content, contact or conduct. The report assessed the potential and capability of the UK online safety sector in the context of the commitment set out in the Online Harms White Paper ( S6).

A key part of this was the development of a taxonomy which enabled stakeholders to understand what was meant by ‘Safety Tech’, and its benefits to users. This taxonomy has quickly become the UK industry standard - and has been used by government departments, regulators and industry when describing its products (S3, S4, S5, S6). The taxonomy enabled a systematic economic analysis of the UK Safety Tech sector, which revealed a rapidly growing sector. The past four years have seen external investment in the sector increase more than 800%, to a record year in 2019 with £51m raised ( R2).

In response to the report’s recommendations ( R2), and to capitalise on the sector’s success the government announced the following initiatives:

  1. A Safety Tech Innovation Network launched in 2020. The world’s first forum for safety tech providers;

  2. A virtual safety tech expo to showcase safety tech to the world;

  3. A safety tech export pilot, run by the Department for International Trade, to include a directory of UK safety tech organisations and exploratory international missions - which can be virtual if necessary’ ( S5).

5. Sources to corroborate the impact

S1a. The Rwandan Government implemented the COP policy in June 2019 and approved the 5-year implementation plan. https://www.primature.gov.rw/index.php?id=43&no_cache=1&tx_drblob_pi1%5BdownloadUid%5D=726

S1b. Final policy approval from the Ministry, 24 June 2019.

https://minict.gov.rw/fileadmin/Documents/Policies2019/COP_Policy_Updated.pdf

S2. Letter from the Vice Chancellor Professor Philip Coton confirming the University of Rwanda adopted the COP module as part of the teacher training programme starting in September 2020.

S3. Testimonial letter from Graham Francis, Policy lead, online safety, Department of Digital, Culture, Media and Sport (DCMS), confirming the contributions and impact of the two commissioned projects: Adult online hate, harassment and abuse rapid evidence assessment and Safer technology, safer users: the UK as a world-leader in Safety Tech.

S4. Online harms research publications. This page brings together research commissioned by DCMS related to online harms ( R4).

https://www.gov.uk/government/collections/online-harms-research-publications

Co-author, Professor Sonia Livingstone: ( http://www.lse.ac.uk/media-and-communications/people/academic-staff/sonia-livingstone)

S5. Press release Department of Digital, Culture, Media and Sport, 27 May 2020.

“To further capitalise on the sector’s success, and in response to the report’s ( R2) recommendations, the government is today announcing:

  1. A Safety Tech Innovation Network, co-funded by Nominet, to launch later in 2020. This will be the world’s first forum for safety tech providers to collaborate and promote their work

  2. A virtual safety tech expo to showcase safety tech to the world

  3. A safety tech export pilot, run by the Department for International Trade, to include a directory of UK safety tech organisations and exploratory international missions - which can be virtual if necessary.”

https://www.gov.uk/government/news/new-report-reveals-uk-as-world-leader-in-online-safety-innovation

S6. “The Safer technology, safer users report is an independent research report produced for DCMS by Perspective Economics, a Belfast-based economic advisory company. Independent academic advisory input was provided by Professor Julia Davidson and Professor Mary Aiken (University of East London). The report meets the commitment set out in the Online Harms White Paper to assess the capability and potential of the UK online safety sector”. https://www.wired-gov.net/wg/news.nsf/articles/New+report+reveals+UK+as+world+leader+in+online+safety+innovation+28052020101010?open

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