Professional Skills in Assistive Technology

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Professional Skills in Assistive Technology

• Dr Ger Craddock
• gmcraddock_at_gmail.com

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Overview

• Module Aim
• Module Content
• Learning Outcomes
• Module Assessment
• Reading

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Module Aim

• 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 students ability to identify and
  apply appropriate strategies as AT professionals,
  
• to develop the students ability to work as a
  team player/leader, outlining key players, their
  skills and role within an AT assessment team

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Key Outcomes

• 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

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12 lectures

• 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

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Learning Outcomes

• 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

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Module Assessment

• Continuous assessment will comprise 40 of the
  marks for this module.
• An end of module examination will comprise the
  remaining 60.

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40

• 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.

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60

• An end of module examination will comprise the
  remaining 60.

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Suggested Reading

• 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/manuals-forms
  /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

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Introduction
The Person
The Environment
The Technology
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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.

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Module Description

• 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.

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World Report on Disability 2011

• 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.

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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
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• 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

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The Person

• Empowering people with disabilities should be a
  central part of the AT process

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Underpining AT service

• 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.

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Medical Social Model

• 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.

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Bio-psychsocial Model

• 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.

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Bio-psycho-social Model