AT Professional Skills I

							    Professional Skills in
    Assistive Technology
Dr Ger Craddock
gmcraddock@gmail.com
Overview
   Module Aim
   Module Content
   Learning Outcomes
   Module Assessment
   Reading
    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
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
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
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
    Module Assessment

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

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

   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
   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
   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
   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

   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