"I Forgot My Numbers and the Machine Swallowed It Up": Adults With Learning Disabilities Share Their Perspectives on the Shift to a Cashless Society.
Introduction: This paper examines the experiences of people with learning disabilities in the United Kingdom as society transitions towards cashless transactions and services. It is a significant study because it highlights the need to understand their digital financial experiences. Methods: This st...
| Publicado en: | British Journal of Learning Disabilities Vol. 53; no. 1; pp. 103 - 113 |
|---|---|
| Autores principales: | , , , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183915470&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183915470 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13544187 F04 jtl: British Journal of Learning Disabilities issn: 13544187 maglogo: Y pubinfo: dt: Mar2025 vid: 53 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183915470 179725414 183915470 183915470 10.1111/bld.12621 183915470 ppf: 103 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: "I Forgot My Numbers and the Machine Swallowed It Up": Adults With Learning Disabilities Share Their Perspectives on the Shift to a Cashless Society. aug: au: Watts, Paul Hoskin, Janet Upadhyay, Radhika Tapley, Emma Kwiatkowska, Gosia affil: School of Health Sport and Bioscience, University of East London, London, UK sug: subj: Persons with Disabilities Psychosocial Factors Intellectual Disability Financial Management Methods Patient Attitudes Mainstreaming (Education) Human Adult Thematic Analysis Life Experiences Digital Technology Utilization Community Living Interpersonal Relations Funding Source Adult: 19-44 years ab: Introduction: This paper examines the experiences of people with learning disabilities in the United Kingdom as society transitions towards cashless transactions and services. It is a significant study because it highlights the need to understand their digital financial experiences. Methods: This study employed an inclusive, interpretivist approach, focusing on participatory methods. Reflexive thematic analysis was used to analyse data from focus groups including 40 people with learning disabilities across 3 day services. This original study included co‐researchers with lived experience of learning disabilities who assisted in data collection and analysis. Results: Four key themes emerged: heterogeneity of preferences for cash versus digital payments; the urgent need for support and training in digital financial literacy; balancing safeguarding and fostering independence; and accessibility challenges in physical and online banking environments. Conclusions: The shift to a cashless society poses significant challenges for people with learning disabilities, requiring tailored support and training in digital finance. Financial institutions should be cognisant of these needs, suggesting that systemic changes are required for improved financial inclusion. The study highlights the importance of including people with learning disabilities in the design of digital financial tools and policies, to support their financial autonomy and independence. Accessible Summaries: Our research looks at how people with learning disabilities manage their money in a world where we use less cash and more digital payments like cards and online banking.We spoke with individuals with learning disabilities in East London to understand their experiences and challenges with digital money.Our findings show that while digital payments can be helpful, they can also be difficult for some people with learning disabilities. They need more support to use these services.We suggest that banks and financial services should make their digital tools easier for people with learning disabilities to use. This includes better training and more accessible services.This research is important because it helps us know how to support people with learning disabilities in managing their money in a digital world. It is important that everyone, including people with learning disabilities, can use money easily and safely. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|