Professional Skills in Assistive Technology

1. Professional Skills in Assistive Technology Dr Ger Craddock gmcraddock@gmail.com

2. Overview Module Aim Module Content Learning Outcomes Module Assessment Reading

3. 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 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

4. 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

5. 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

6. 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

7. Module Assessment Continuous assessment will comprise 40% of the marks for this module. An end of module examination will comprise the remaining 60%.

8. 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.

9. 60% • An end of module examination will comprise the remaining 60%.

10. 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

13. Introduction The Person The Environment The Technology

14. 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.

15. 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.

16. `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.

17. 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]

18. 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

19. The Person Empowering people with disabilities should be a central part of the AT process

20. 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.

21. 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.

22. 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.

23. Bio-psycho-social Model