Programs in
Assistive Technology Education
for End-Users in Europe

Name of the organisation
    INDEPENDENT LIVING CENTRE
Address
    3, Lemnos St.
    Shenton Park
    WESTERN AUSTRALIA
    Telephone: +8 93822011
    Fax: +8 93822896
Key Person of the organisation
    Deborah Doncon, executive director

This organisation is a provider of social and/or health services mainly involved in training/education of end-users and information/advice. Training activities began more than 10 years ago and are addressed to end-users (persons with disabilities, the elderly, families and personal assistants) as well as to professionals. In these activities, AT is considered a strong support for independent living, and the issues of independent living and coping better with disability are considered.

The educational activities carried out over the past 5 years can be classified as follows:

  • non-residential training courses, addressed to a target of end-users (persons with disabilities, the elderly and families) and professionals (rehabilitation, education);
  • seminars, in the sole form of topical workshops, addressed to the same target;
  • information activities, mainly addressed to a wide public, and represented by mass media coverage, exhibitions and periodicals, addressed to the same target at all age levels;
  • activities addressed to the individual, in the form of advice, information service and, self-help, addressed to a public of all ages;

AT plays a very important role in all these activities, and the main AT-related areas considered are mobility, communication, general accessibility issues, standardisation issues, reading/writing and learning.

TRAINING COURSES AND SEMINARS

A very extensive list of education activities carried out over the past five years was provided so only those held in 1997 are cited here. The compiler notes that a unique format was adopted for all of them.
Title of the initiative
Typology
Year
Duration

(in hrs.)
Number partic.
Target
Number teachers
Intellitools Products top. work.
1997
7
10
pers. with disab., fam., rehab. prof., ed. prof.
1
Don Johnston Products top. work.
1997
2,5
7
pers. with disab., fam., rehab. prof., ed. prof.
1
New Softwaretop. work.
1997
3,5
13
pers. with disab., fam., rehab. prof., ed. prof.
1
Iygo Equipment Overview top. work.
1997
2
9
pers. with disab., fam., rehab. prof., ed. prof.
1
Electronic Communication Devices top. work.
1997
2
9
pers. with disab., fam., rehab. prof., ed. prof.
1
New Electronic Communication Devices top. work.
1997
2
6
pers. with disab., fam., rehab. prof., ed. prof.
1
Computer Needs Analysis top. work.
1997
3,5
12
education prof.
2
Specialised Computers and Communication Devices top. work.
1997
4
30
education prof.
2
Manual Handling for University OT Students top. work.
1997
24
150
rehab. prof.
3
Manual Handling for Carers top. work.
1997
18
33
rehab. prof.
3
Manual Handling for specific organisations top. work.
1997
56
250
rehab. prof.
3
Hoist workshoptop. work.
1997
7
15
rehab. prof.
3
Hoist workshop for Carers top. work.
1997
7
17
rehab. prof.
3
Manual Handling for OTA Students top. work.
1997
18
30
rehab. prof.
2
New Developments in Equipment for Personal Handling top. work.
1997
3,5
9
rehab. prof.
2
Sensory Impairment top. work.
1997
3,5
4
rehab. prof., ed. prof.
1
Personal Caretop. work.
1997
21
96
rehab. prof.
2
Manual Handling for Aged Care Students top. work.
1997
3,5
16
rehab. prof.
2
Maxi Taxi driver training top. work.
1997
2
12
other
1

Selection

All these initiatives were publicised by means of leaflets and occasionally by advertisements in mass media (journals, radio, TV), as well as by bulk mail out. Information was sent out to the organisation's address database, user organisations, other organisations in the field and rehabilitation centres, as well as being handed out at congresses and exhibitions. Participants were selected on the basis of their professional experience and territoriality. Teachers and tutors were recruited from within the organisation itself and were chosen for their level of expertise; occasionally teachers and tutors with disabilities were involved, and these were chosen for the type of disability, their expertise and their popularity.

Organisation

The activities were held on the organisation's premises in a space already fitted out with the necessary facilities. Many environmental aspects were taken into account in venue selection, including comfort, seating arrangements for the participants, overall accessibility and accessibility of bathroom. Events included personal assistance when needed, coffee-break on site, and welcome and farewell sessions. Certificates of attendance were distributed at the end of the initiative. Participants were charged an enrolment fee of $10 (1 hour dates); $ 55 (half day workshop); or $ 110 (full day workshop). A co-ordinator appointed to oversee the whole process gave specific instructions to the teachers involved in the activity.

Implementation

The methods used for delivering contents comprise a wide variety of lesson and group techniques (group discussions, brainstorming, simulation, role-playing, group work), supported by educational aids (overhead projection, video, handouts for the participants, together with manuals and brochures). Hands-on sessions were mainly in the form of presentation/demonstration of products and individual experimentation. The two pedagogical key-words chosen, interactivity and learning by doing, suggest that great stress was placed on active participation.

Information on participants was collected through initial self-presentation, and this information was then used to readjust contents on the basis of the real target. Teachers remained in contact through a co-ordinator. A final questionnaire was used to collect feedback from participants; this information was used to readjust the contents and methods of the subsequent edition of the same course, but also to readjust the organisation's overall educational activity and to refine its objectives.

Further remarks

Numerous changes have been made over the years in response to demand, survey results, feedback, and the skills and expertise of teachers; changes in legislation and developments in health reform also brought about adjustments in the educational activities. The selection process has expanded to include workshops for consumers as well as providers. In the past, organisation followed practically the same format for all types of activities, while now there is a plan to introduce short sessions for health professionals as well as refresher courses. In some cases, the number of participants was reduced to allow more opportunity for practice. Their is a perceived need to include new topics such as transport and the disabled, home modifications and accessibility; there is also a need to involve persons with disabilities and providers more directly.