Programs
in
Assistive Technology Education
for End-Users in Europe
A health services provider involved in rehabilitation, information/advice and student teaching. Educational activities involve rehabilitation professionals, personal assistants and persons with disabilities, and embrace the themes of independent living and AT.
The educational activities began 5-10 years ago and those carried out over the past 5 years can be classified as follows:
The role played by AT is important in these activities, but in the specific case of activities addressed to the individual it may assume a role ranging from brief information to one of great importance, probably depending on the problem in question. Many areas of AT are considered, but the focus is mainly on communication, mobility, standardisation, service delivery systems, etc.
This organisation provided a description of numerous seminars
or courses; most of which feature modalities and contents typical
of in-service training.
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| Il paziente con esiti di trauma cranico
(Patients suffering head injury) | res. train. course | rehab. prof., other | ||||
| Trattamento delle piaghe da decubito
(Treatment of bedsores) | n/r train. c. | pers. dis., elderly, rehab. prof., soc. work., adm. oFF | ||||
| Autonomia possibile? I
(Is autonomy possible? I) | top. work. | pers. dis., rehab. prof., technol. | ||||
| Autonomia possibile? II
(Is autonomy possible? II) | top. work. | other | ||||
| Il cammino del paraplegico
(How a paraplegic person walks) | mon. sem. | rehab. prof. | ||||
| Sport terapia nelle lesioni vertebro-midollari (Sports therapy for medullary injuries) | mon. sem. | pers. dis., rehab. prof. | ||||
| Apprendere ad apprendere in riabilitazione (Learning to learn) | congress | rehab. prof. | ||||
| XVIII Congresso nazionale ANIN
(Quality of care in head injury treatment) | congress | rehab. prof., technol., other | ||||
| Sviluppo del neonato a rischio I
(Development in new-born babies with a medical condition I) | res. train. course | rehab. prof., educ. prof., soc. work. | ||||
| Sviluppo del neonato a rischio II
(Development in new-born babies with a medical condition II) | res. train. course | rehab. prof., educ. prof., soc. work. | ||||
| Lesioni midollari: approccio psicologico e sanitario
(Medullary injury: psychological and medical approaches) | mon. sem. | pers. dis., fam., rehab. prof., other | ||||
| Postura del paziente in carrozzina
(Posture of patients in wheelchairs) | top. work. | rehab. prof. | ||||
| Le ulcere da decubito: prevenzione e cura
(Prevention and cure of bedsores) | top. work. | other | ||||
| Riabilitazione del paziente amputato
(Rehabilitation of the amputee) | mon. sem. | rehab. prof., other |
Selection
This residential training course was organised exclusively for the organisation's staff members, and consequently no selection process was activated. The teachers also belonged to the organisation itself, but in this case were selected according to their expertise. No teacher with disabilities was involved.
Organisation
The venue chosen for the course was a space on the organisation's premises already fitted out for the purpose; comfort and overall accessibility were considered when deciding on this option. A coffee-break was organised for participants . A co-ordinator gave the teachers specific information for their lessons.
Implementation
Lessons were mainly based on lectures and group discussions, backed up by overhead projection and slides; no hands-on sessions were done. Questioning, discussion and good presentation are the pedagogical key-words selected to describe the approaches adopted, suggesting lively lessons with interaction.
Since the participants were all colleagues who knew one another, no collection of information was done, but a final discussion provided feedback on the success of the initiative and this information was used to redefine the global objectives of the organisation's educational activity.
Selection
This non-residential training course was publicised by means of leaflets and by word of mouth; the leaflets were sent out to the organisation's address database and to rehabilitation centres. No special criteria were adopted for selecting participants, while the teachers, who belonged to the organisation itself, were chosen on the basis of their expertise. No teacher with disabilities was involved.
Organisation
The course was held off the organisation's premises at a venue chosen on the basis of environmental factors such as comfort, aesthetics, overall accessibility, accessibility of bathrooms and parking facilities; Welcome and farewell sessions were held, together with a coffee-break. A co-ordinator provided the teachers with specific information for their lessons, and a teachers' secretariat was also set up.
Implementation
Lectures supported by overhead projection, slides and handouts was the method used, and no hands-on session was done. Questioning and good presentation are the key-words chosen to describe the pedagogical approach, and these appear highly appropriate for the methods employed.
No participant information or feedback was collected.
Selection
This topical workshop was publicised by means of leaflets, posters and advertisements in specialised journals, but leaflets and word of mouth proved to be the most effective channels of communication. Leaflets were sent out to the organisation's address database, rehabilitation centres and voluntary services. Participants were selected on the basis of territoriality, professional experience and personal interests. The teachers all belonged to the organisation itself, and were chosen on the basis of their expertise. No teacher with disabilities was involved.
Organisation
The course was held in a space on the organisation's premises already fitted out for the purpose; in choosing this venue environmental aspects such as comfort, aesthetics, overall accessibility and accessibility of bathrooms were considered. Welcome and farewell sessions and a coffee-break were organised. A co-ordinator gave the teachers specific information for their lessons, but teachers' preparatory meetings were also organised.
Implementation
The methods used were lectures and group discussions, supported by overhead projection, slides and video, and no hands-on session was held. In opting for questioning and interactivity as the key-words to describe their approach, the organisers evidently place importance on interaction among participants and with the teachers.
No participant information was collected, but a final discussion provided feedback on the success of the initiative; this information was used to readjust the content and methods of the subsequent edition of the same workshop. Follow-up was done through direct contact.
Further remarks
In the future more careful targeting of potential participants should be carried out.
Selection
This workshop was organised exclusively for students at the organisation's own school for therapists, and consequently no selection process was activated. Teachers were recruited from the organisation's staff, and were chosen on the basis of their expertise. No teacher with disabilities was involved.
Organisation
The course was held at a special location off the organisation's premises: venue choice was made bearing in mind comfort, aesthetics and overall accessibility. Welcome sessions were held. A co-ordinator gave the teachers specific information for their lessons, but teachers' preparatory meetings were also organised.
Implementation
The methods used were lectures and group discussions, supported by overhead projection, slides and video, and no hands-on session was held. Interactivity is the only key-word used to describe the pedagogical preference.
Since the participants were all fellow students who knew one another, no collection of information was done, but a final discussion provided feedback on the success of the initiative and this information was used to redefine the global objectives of the organisation's educational activity.
Selection
This monographic seminar was publicised by means of posters and leaflets, which were sent out to the organisation's address database, user organisations and rehabilitation centres. No special criteria were adopted to select participants, while teachers were recruited from the organisation's own staff and chosen on the basis of their expertise. No teacher with disabilities was involved.
Organisation
The course was held off the organisation's premises at a venue chosen on the basis of environmental aspects such as comfort, aesthetics, overall accessibility, accessibility of bathrooms and parking facilities; Welcome and farewell sessions were held, together with coffee-breaks. A teachers' secretariat was set up.
Implementation
The event involved lectures accompanied by simulation and group work, the activities were supported by overhead projection, slides and handouts. The hands-on sessions comprised demonstration and presentation of products. The choice of interactivity and learning by doing as the two key-words chosen for the pedagogical description suggests a more practical approach. Information on participants was collected through a presentation form and the information used for the organisation's statistics. A final discussion provided feedback on the success of the initiative and the collected data were used to update statistics. Follow-up was done by direct contact.
Selection
This monographic seminar was publicised by word of mouth among persons with disabilities and professionals; participants were selected on the basis of the impairment type (motor), type of disability, professional experience and personal interest. Teachers were chosen for their expertise and popularity; no teacher with disabilities was involved.
Organisation
The course was held off the organisation's premises and environmental aspects such as overall accessibility and accessibility of bathrooms were important in the venue choice.
Implementation
The event involved lectures supported by overhead projection, slides and video; hands-on sessions comprised demonstration and presentation of products. Interactivity and discussion, the two key-words chosen to describe the preferred pedagogical approach, suggest a lively and perhaps informal situation.
No information on participants was collected, while a final discussion provided feedback on the success of the initiative. Follow-up is done by direct contact.
Further remarks
More time for demonstration and presentation is foreseen for subsequent editions of the same seminar.
Selection
This initiative was publicised by means of leaflets, posters and advertisements in specialised journals, but leaflets proved the most effective channel of communication. These were sent out to the organisation's address database and to rehabilitation centres. No special criteria were adopted for selecting participants. Teachers were recruited from the organisation's staff, and were chosen on the basis of their expertise. No teacher with disabilities was involved.
Organisation
The course was held off the organisation's premises in a space that was already set up for such purposes; venue choice was made bearing in mind environmental aspects like comfort, aesthetics, seating arrangements, overall accessibility and accessibility of bathrooms. Welcome and farewell sessions were held, as well as coffee and lunch breaks. Participants were charged a token fee of Lire 20,000. A co-ordinator gave the teachers specific information for their lessons, but teachers' preparatory meetings were also organised.
Implementation
Lectures, group discussions and group work, supported by overhead projection, slides and video were the methods used, but no hands-on session was done. Interactivity and learning by doing, the chosen pedagogical key-words, stress the dual importance of participant interaction and the practical aspects of learning.
A presentation form was filled in by the participants and this information was used to update the organisation's statistics. A guided final discussion together with collection of personal impressions provided feedback on the success of the initiative, and this information was used to readjust the content and methods of the subsequent edition of the same workshop, as well as to redefine the organisation's objectives in the field.
Selection
This initiative was publicised by means of leaflets, posters and advertisements in specialised and other journals, the leaflets and specialised journals proving to be the most effective channels of communication. The leaflets were sent out to the organisation's address database, rehabilitation centres and other organisations in the field. No special criteria were adopted for selecting participants. Teachers were recruited from the organisation's staff, and were chosen on the basis of their expertise. No teacher with disabilities was involved.
Organisation
The course was held off the organisation's premises in a special space chosen with particular attention to environmental aspects such as comfort, aesthetics, overall accessibility and accessibility of bathrooms; welcome and farewell sessions were held, as well as coffee and lunch breaks. A co-ordinator gave the teachers specific information for their lessons, but teachers' preparatory meetings were also organised; in addition, preparatory meetings were held.
Implementation
The method entailed lectures supported by overhead projection, slides, video and handouts; no hands-on session was done. A fitting pedagogical key-word was chosen - good presentation - given that this kind of activity seems to be related more to presentation than to the direct involvement of participants.
The participants filled in a presentation form and this information was used to update the organisation's statistics; no collection of feedback was done.
Selection
This initiative was publicised by means of leaflets, posters and advertisements in other journals, but the first of these options proved to be the most effective channel of communication. No special criteria were adopted for selecting participants. The teachers were not chosen by the organisation.
Organisation
The course was held on the organisation's premises in a space already fitted out for such purposes, the factors considered in venue choice included seating arrangements, overall accessibility, accessibility of bathrooms and parking facilities. Welcome and farewell sessions were held, and lunch breaks organised (the course was videotaped). A co-ordinator and teachers' secretariat provided specific lesson information for the teachers.
Implementation
The methods adopted for delivering contents were mainly lectures, group discussions and simulations; the lessons were supported by overhead projection, slides, video and handouts. The hands-on sessions comprised demonstration and presentation of products. Active participation seems to be the main thrust, since the pedagogical key-words chosen are interactivity and discussion.
The participants filled in a presentation form and this information was used to update the organisation's statistics; a final discussion was carried out to collect feedback.
Selection
This initiative was publicised by means of leaflets, posters and advertisements in other journals; the leaflets were sent out to the organisation's address database No special criteria were adopted for selecting participants. The teachers were not chosen by the organisation.
Organisation
As with the first edition, the course was held on the organisation's premises in a space already fitted out for such purposes, the factors considered in venue choice included seating arrangements, overall accessibility, accessibility of bathrooms and parking facilities. Welcome and farewell sessions were held, and lunch breaks organised (the course was videotaped). A co-ordinator and teachers' secretariat provided specific lesson information for the teachers.
Implementation
The methods adopted for delivering contents were mainly lectures, group discussions and simulations; the lessons were supported by overhead projection, slides, video and handouts. The hands-on sessions comprised demonstration and presentation of products. Active participation seems to be the main thrust, since the pedagogical key-words chosen are interactivity and discussion.
The participants filled in a presentation form and this information was used to update the organisation's statistics; a final discussion was carried out to collect feedback.
Selection
This initiative was publicised by means of advertisements in other journals and leaflets sent out to the organisation's address database, user organisations, family associations, rehabilitation centres and voluntary services. No special criteria were adopted for selecting participants. Teachers were selected on the basis of their expertise and popularity. A preference was expressed for teachers with disabilities, who were chosen on the basis of the type of disability and membership of the organisation itself.
Organisation
The course was held on the organisation's premises, using a space already set up for such purposes; the factors considered in venue choice included comfort, aesthetics, seating arrangements, overall accessibility, accessibility of bathrooms and parking facilities. Welcome and farewell sessions were held, and coffee-breaks organised. A co-ordinator gave the teachers specific information for their lessons, but a teachers' secretariat was also set up.
Implementation
The method used was lectures supported by overhead projection, slides and video; no hands-on session was done. A round table was also held. The key-words questioning and good presentation reflect the one-way nature of this session.
The participants filled in a presentation form and this information was used to update the organisation's statistics; a guided final discussion together with a collection of personal impressions provided feedback on the success of the initiative, as well as data used for statistical purposes.
Selection
This workshop was publicised exclusively by way of leaflets sent out to the organisation's address database and to rehabilitation centres. Participant selection was carried out considering the criteria of territoriality, professional experience and personal interests. Teachers were chosen on the basis of their expertise. No teacher with disabilities was involved.
Organisation
The course was held on the organisation's premises in a space already fitted out for such purposes; the factors considered in venue choice included comfort, aesthetics, seating arrangements, overall accessibility, accessibility of bathrooms and parking facilities. Welcome and farewell sessions were held, and coffee and lunch breaks organised. A co-ordinator gave the sole teacher involved specific lesson information and, in addition, preparatory meetings were held.
Implementation
Contents were delivered by means of lectures supported by overhead projection and slides, followed by group discussions and simulation; no hands-on session was done. The pedagogical key-words chosen were interactivity and discussion, suggesting a very lively session.
The participants filled in a presentation form and this information was used to update the organisation's statistics; a final discussion was carried out to collect feedback.
Selection
This course was organised exclusively for the organisation's orthopaedic technical staff, and consequently no selection process was activated. The teachers were recruited from within the organisation itself, but in this case were selected according to their expertise. No teacher with disabilities was involved.
Organisation
The course was held off the organisation's premises using a space already fitted out for such purposes; when choosing this venue, comfort and overall accessibility were considered. A lunch-break was organised. Teachers' planning meetings were organised to ensure overall co-ordination.
Implementation
Lessons were mainly based on lectures and group discussions, backed up by overhead projection and slides; hands-on sessions comprised presentation and demonstration of products. Discussion and good presentation are the pedagogical key-words adopted, giving the impression of well-prepared lessons.
Since the participants were all colleagues belonging to the organisation itself, no information collection was done. However, a final discussion provided feedback on the success of the initiative and the information was used to redefine the global objectives of the organisation's educational activity. Follow-up was done by direct contact.
Selection
This initiative was publicised by means of leaflets, posters and phone contacts directed towards the organisationÕs address database and rehabilitation centres. Participants were chosen mainly for territoriality. Teachers belonged to the organisation itself, but were chosen on the basis of their expertise as well. No teacher with disabilities was involved.
Organisation
The course was held on the organisation's premises in a space already set up for such purposes; this venue was chosen on the basis of environmental aspects such as comfort, aesthetics, seating arrangements, overall accessibility, accessibility of bathrooms and parking facilities. Welcome and farewell sessions were held, and lunch breaks were organised. A co-ordinator gave the teachers specific information for their lessons.
Implementation
The method used entailed lectures and group discussions, as well as group work and simulation, supported by overhead projection, slides and video; hands-on sessions were based on presentation, demonstration and individual use of products, but also on case studies. Simulation and learning by doing, the pedagogical key-words, stress the importance given on the practical aspects of learning.
A presentation form was filled in by the participants and this information is used to update the organisation's statistics; no feedback was collected.