View source for Disability/Accessibility to Infrastructure and Information

[[File:Pictu.png|thumb|398x398px|Image descriptions help the blind to access photos better.]]
<big>“'''Accommodations''' are given to an individual to meet an individual need. '''Accessibility''' creates a space that is accessible in a way that accommodations are not needed."<ref>Sheets, Z. (2018). Disability Justice. In Disability in American Life: An Encyclopedia of Concepts, Policies, and Controversies. ABC-CLIO.</ref></big>

<big>Access is more than physical access to physical spaces:</big>
# <big>'''Physical accessibility''' is just one kind of accessibility, e.g., ramps, lifts, accessible train stations and parking lots and toilets.</big> 
# <big>'''Communicative accessibility''', which refers to the ability of people with language/communication disorders such as aphasia to gain barrier-free access to services, participate in communicative events, give and get information, and make informed decisions. One example is image and audio descriptions for the blind, and captions for the deaf/hard-of-hearing.</big> 
# <big>'''Cognitive accessibility''' caters experiences and information to different levels of cognition, such as easy-read formats which cater to different minds and diverse intellectual capabilities.</big> 
# <big>'''Emotional accessibility''' which takes into account how different people react differently to certain environments, smells or sights. Examples include issuing trigger and content warnings before sharing information that may be sensorily overstimulating, unpleasant or traumatic.</big> 

{| class="wikitable"
!<big>Short-Term Outcomes</big><big>(skills, knowledge, attitudes)</big>
!!!<big>Mid-Term Outcomes</big><big>(behaviours)</big>
!!!<big>Long-Term Outcomes</big><big>(impact)</big>
!
!<big>Social Impact</big>
|-
! style="background: #F08080;" |
! style="background: #F08080;" |<big>→</big>
! style="background: #F08080;" |
! style="background: #F08080;" |<big>→</big>
! rowspan="3" style="background: #F08080;" |<big>Early intervention is timely and effective</big>
! rowspan="3" style="background: #F08080;" |<big>→</big>
! rowspan="3" style="background: #FFF8DC;" |
|-
! style="background: #CEE0F2" |
! style="background: #CEE0F2;" |<big>→</big>
! rowspan="2" style="background: #CEE0F2;" |
! rowspan="2" style="background: #CEE0F2;" |'''<big>→</big>'''
|-
! style="background: #CEE0F2;" |
! style="background: #CEE0F2;" |<big>→</big>
|}<big>Click '''[[Disability/Early Intervention/Theory of Change|here]]''' to explore the Early Intervention Theory of Change.</big>
{| class="wikitable"
| style="width: 33.3%;" |'''<big>Key Statistics and Figures</big>'''
| style="width: 33.3%;" |'''<big>Key Gaps</big>'''
| style="width: 33.3%;" |'''<big>Knowledge Gaps</big>'''
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|<big>7,000 children aged 6 and below have developmental difficulties as of 2015<ref>https://www.todayonline.com/singapore/big-read-special-needs-children-pre-school-not-given-0</ref></big>

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|<big>Between 2010 and 2014, KKH and NUS screenings show a 76% increase in children 6 and below with developmental issues such as development delays, speech and language delays, learning difficulties and autism spectrum disorders (ASD)<ref>https://www.todayonline.com/singapore/more-preschoolers-diagnosed-developmental-issues</ref></big>
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== Opportunity Areas ==
  
<references />