1. www.postersession.com This project aims to explore the experiences of women who have an intellectual/learning disability (ID) in the criminal justice system (CJS). Mainly to address any problems that have occurred and illustrate the shortfall in knowledge that the women may have, as well as professionals involved. Therefore the study aims to; Impart the narratives from women with an ID of their experiences with the process Impart the narratives from professionals about their experiences in supporting women with an ID in the process Investigate the experiences to consider any possible gender bias Use these narratives together to explore the individual experience of the process to formulate an Easy Read Guide To provide a guidance toolkit for professionals involved This research will begin with an exploration of the literature in the area of women with an ID and reported experiences in the CJS. The literature will then be reviewed to consider the experiences of professionals involved in the process of supporting women with a ID in the CJS. The investigation will be from the perspective of women with and an ID and professionals, concentrating on statutory provision within primary legislation, secondary legislation and policy, as well as the common law position. The literature will be reviewed thoroughly looking for key themes, ideas and theories (Cormack, 2010) Objectives The objectives of the study will be to; Have an original contribution in the area of ID and CJS Identify gaps in the knowledge women with a ID may have as well as those professionals who support the women Produce working documents to refer to in the form of Easy Read Guides and a ‘How To Guide’ Methodology Background What are the experiences of women with an Intellectual Disability in the CJS ? Angela Ridley Faculty of Health and Life Sciences Department of Public Health and Wellbeing Bibliography Abbott, P and Wallace, C. (1997) An introduction to Sociology: Feminist Perspectives. 2nd Edition. London. Routledge Cormack, (2010); Carper, 1978 (cited in) Nursing knowledge and theory innovation. Advancing the science of practice. Reed P.Crawford-Shearer,N.Springer publishing company. New York. Department of Health (2001) Valuing People Now Cm 5086. London: Department of Health Emerson, E. Hatton, C., Robertson, J., Roberts, H., Baines, S., Evison, F., and Glover, G. (2011) People with learning disabilities in England 2011, London: Improving Health and Lives; Learning Disabilities Observatory. Letherby, G (2003) Feminist research in theory and practice. Open University Press, Buckingham. Philadelphia.p 5 Watson, D. (2012). Learning Disabilities, Towards Inclusion. Churchill Livingston Elsevier Ltd. contact; a.ridley@northumbria.ac.uk Methodology is a perspective and framework, whereas thinking methodologically is putting forward how we find things out, the relationship between the process (method) and product (results). Feminist methodology has been referred to as a perfect approach to doing research, acknowledging the subjective involvement of the researcher whilst being respectful of the participants (Letherby 2003). The starting point for feminist researchers is the commitment to produce useful knowledge that will make a difference to women’s lives through social and individual change (Letherby 2003). This fits well with the aim of the study and therefore seems logical to apply feminist methodology to this study. It is important to note here that feminist methodology takes a critical position and to dispel the notion that feminism is not about male domination or the opposing struggle. It is fair to say that feminists take a critical view on the ‘woman question’, (Abbott and Wallace 1997). Nor is it the rhetoric of achieving liberation for women. There are 1.5 million people in Britain with an ID (Emerson, 2011), this is around 2% of the population; an ID is an umbrella term used to describe individuals with varying degrees of impairment of intellectual and social functioning (Watson 2012). This figure is predicted to increase by 14% over the next decade, (Emerson et al 2011). It is known that between 5 and 10% of adults who offend has an ID, compared to just over 2% of the general population (DoH 2001). This study will listen to the lived experiences and make available materials to improve the experience. People with an ID live longer, more fulfilled lives than ever before because of advances in science and care. Whilst this is welcome we must ensure the English legal system is fit for purpose to those vulnerable in society who may need to rely on the accuracy and support of the process involved in any legal process/trial. Often people with an ID do not have access to appropriate healthcare, treatment and information. Primary legislation states that organisations must adjust services to fulfil their requirements under the Equality Act (2010) and Human Rights Act (1998) and offer people with an ID specific opportunities to enable access to appropriate health care; the same as the rest of the population. Similar principles should be applied to the legal system for vulnerable offenders who are not receiving equitable treatment. This study will listen to the lived experiences and make available materials to improve the experience. Aims Supervisors; Dr Tina Cook [Reader] Dr Pamela Inglis [Principal Lecturer]