The self-advocacy of people with learning disabilities (PWLD) is an issue of high current importance. In the UK 210,000 people have severe and profound learning disabilities, whilst twenty-five in every thousand of the population in England has a mild to moderate learning disability (Department of Health, 2001). At the most restricted end of the communication spectrum, PWLD are often forgotten members of their communities, whose label ‘learning disabled’ wrongly causes confusion and fear. The Disability Discrimination Act (DDA) 1995 ensured ‘reasonable’ adjustments must be made to environments and buildings so they are accessible to all. However, DDA legislation remains a predominately physical access issue with great attention focused on the built environment and little attention given to the experience of place or external environments. Researchers argue that it is attitudes and interactions in the personenvironment relationship that have allowed our ‘disablist’ society to label and segregate members of its community as ‘disabled’. The research comprises a longitudinal study working with PWLD participants at two sites in Yorkshire and in the North East of England. This paper examines the resulting visual communication toolkit, able to unlock the experience of public open spaces by PWLD and, when used in context, aid greater social participation.