Download AT Professional Skills I

Professional Skills in
Assistive Technology
Dr Ger Craddock
[email protected]
Overview
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Module Aim
Module Content
Learning Outcomes
Module Assessment
Reading
Module Aim
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To provide students with a knowledge and
understanding of Assistive Technology (AT) and
AT assessment process
To understand the International Classification of
Functioning, Disability and Health (ICF) and how it
can underpin the AT process
To understand the ability and difficulties
associated with certain conditions
to develop the student’s ability to identify and
apply appropriate strategies as AT professionals,
to develop the student’s ability to work as a team
player/leader, outlining key players, their skills
and role within an AT assessment team
Key Outcomes
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Explain how technology can be used
by people with disabilities across a
lifespan
Knowledge on the ethical and risks
issues to consider.
Gain an appreciation of the future
direction of AT
12 lectures
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Introduction and overview
ICF, Human classification
Defining Human abilities: ISO guide 71/CEN 6
Professional skills: key personnel in AT, Reflective
Practitioners, Ethics
Professional skills: leadership, key attributes
Professional skills: Teams, Multidisciplinary practice
Assistive Technology models and outcomes
AT in Key Life domains across the lifespan
Matching Person and Technology
Biomechanics and Assistive Technology
Future Directions: Universal Design & Assistive
Technology
Review and revision
Learning Outcomes
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Develop skills in the provision of AT service, the AT
assessment process and the ICF
Understand the abilities and difficulties associated with
certain conditions and the use of AT in supporting
independent living through the use of a range of strategies
Understand how individuals and teams act as
innovators/leaders, monitor and evaluate their progress as
reflective practitioners and problem solvers
Have the ability to work as a team player within the AT
service
understand a range of complementary techniques in AT
provision
Have the ability to develop effective solutions in AT.
Understand service provision models, ethical challenges,
risk analysis
Future direction of the field of Assistive Technology
Module Assessment
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Continuous assessment will comprise
40% of the marks for this module.
An end of module examination will
comprise the remaining 60%.
40%
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Written
assignment
and
presentation each student will
choose a peer reviewed article from
the 10 themes, critique and present
to the class, followed by discussion
Attendance and Participation in
lectures
One written assignment to be
submitted prior to lecture 12.
60%
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An end of module examination will
comprise the remaining 60%.
Suggested Reading
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Cook, AM., Hussey, SM., 2nd edition 2001, Assistive
Technologies: Principles and Practice, Mosby
Cook, AM., Hussey, SM., 3rd edition 2008, Assistive
Technologies: Principles and Practice, Mosby
DeCoste, D.C., Reed, P.R., Kaplan, M.W. (2005)
"Assistive Technology Teams: Many Ways to Do It
Well", National Assistive Technology in Education
Network, http://www.natenetwork.org/manualsforms/products/team-document.pdf
Craddock, G., McCabe, M., (1999) "Leadership in
Assistive Technology - the Aphrodite Project",
Assistive Technology on the Threshold of New
Millenium, Editado por C.Bühler e H. Knops, IOS
Press.
Craddock, G (2002) “Matching Person and
Technology – Assessment Process” Journal of
Technology and Disability, Vol 14, no 3, IOS Press
Introduction
The Person
The Environment
The Technology
Assistive Technology
People with disabilities have long been
integral to the development of
technology. AT as a service has been
available since the 1930s, with
specialised equipment and devices for
people with disabilities.
Module Description
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Although Assistive Technology devices have
been available for some time, the AT service
industry is a relatively new field and it is ever
changing.
Leadership within this field has a tremendous
impact on many aspects of Assistive
Technology including service delivery, device
production, universal design, etc.
`World Report on Disability” 2011
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1 billion people (15%) 110-190 million
with complex needs (4%)
Growing numbers – aging populations,
increase in chronic disease, medical
advances
According to the Irish 2006 census there
are 972,108 children aged 5-18 and
according to the National Council for
Children with Special Needs, 4% of
children will have complex ongoing needs.
The Person
The person with a disability in an Irish Context
The “experience of disability in Ireland went from
benevolent to paternalistic charity to stubborn
discrimination and exclusion and the experience of
many working in the disability related sector is often
one of deep frustration at the bureaucracy, delay,
and confusion resulting from these attitudes,
organisational fragmentation and sheer lack of
required financial resources”
[Bruce 2000 p3]
There is a good deal of evidence,
particularly anecdotal evidence in the
literature, that supports the view that
technology can assist people with
disabilities to overcome the barriers
that exist within their environment.
However, this is only possible if the
relationship between technology and
disability is considered in greater depth.
Craddock 2004
The Person
Empowering people with disabilities
should be a central part of the AT
process
Underpining AT service
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A socio-political approach to disability
emphasises the importance of difference,
diversity and the heterogeneity of what it means
to be human.
Views of disability as a tragedy,
A major issue is about control and how to get out
of the ‘charity-trap’
Also the concept that individuals with disabilities
do not necessarily perceive their conditions and
identities as bad;
demands for equity and non-discrimination need
to be derived from an informed understanding of
the disabling barriers within society.
Medical & Social Model
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Historically disability was treated as a medical
matter and the concern was the search for a
“cure”. This resulted in many people with
disabilities being institutionalised and
segregated.
medical model ignores the imperfections and
deficiencies of the surrounding society that a
given level of ‘impairment’ or degree of
restriction does not necessarily lead to
disadvantage.
Social model has been criticised for failing to
improve our understanding of the experiences of
people with disabilities
The medical model and social model dominate,
particularly in the areas of health and education.
Bio-psychsocial Model
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The bio-psycho-social model places the
cause of disability within an inaccessible
environment and the impairment. Is
linked to the ICF (international
classification of Function).
ICF is based on this model, an integration
of medical and social.
ICF provides a coherent view of different
perspectives of health: biological,
individual and social.
Bio-psycho-social Model