Programs
in
Assistive Technology Education
for End-Users in Europe
A provider of health services (centre for professional rehabilitation) involved in numerous activities such as: information/advice for end-users, training/education, rehabilitation, research, assessment and funding for technical aids. Educational activities began more than 10 years ago and are addressed exclusively to persons with disabilities; the issues of independent living and AT are considered.
The educational activities carried out over the past 5 years can be classified as follows:
The role played by AT in these initiatives ranges from relevant to important, while for the activities addressed to the individual all the levels of importance were chosen, probably referring to the different individual situations considered. Areas related to AT concern mobility, communication, general accessibility and service delivery issues, together with legislation and employment.
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| Formação na utilização das tec. de informação e communic. (diversos cursor)
(Courses on the use of Information Technology for communication) | n/r train. c. | pers. with disab. | ||||
| I° Cont sobre Sol. Tecnicas p. Pessoas Deficientes
(Technical solutions for disabled persons) | mon. sem. | pers. with disab., fam., rehab. prof., technol., other | ||||
| Seminàrio "Novas Tecnologias e oportunidade de trabalho"
(New technologies and employment opportunities) | mon. sem. | pers. with disab., educ. rehab. prof., other | ||||
| Sensibilitis dos empreegadors ao teletraballio
(Raising awareness of tele-working among employees) | series of meetings | other |
Selection
This training course was largely publicised through leaflets and posters, but also by means of mass communication channels (journals, radio, TV, etc. The most important addressee group was that in the organisation's database, comprising user organisations, family associations, organisations in the field and rehabilitation centres. Participants were selected on the basis of their age (teenagers and adults), their impairment (motor, auditory, visual), for their personal interests and level of education. Teachers was chosen on the basis of their professional and pedagogical expertise, and their awareness of how to deal with persons with disabilities. No preference for teachers with disability was expressed.
Organisation
The initiatives took place on the organisation's premises in a place specially set up for the purpose, but some parts of the course involved distance sessions for tele-training. The venue was chosen on the basis of factors like general comfort and overall accessibility. Lunch-breaks were organised on site, and the event included welcome and farewell sessions, recreational activities and also social and psychological support.
A teacher co-ordinator was appointed to ensure consistency in contents and methods, a task that was made relatively easy by the fact that most of the teachers belonged to the organisation itself.
Implementation
Various methods were used for delivering contents in the training course, including lectures, group discussions, simulation, role-playing, and group work that focused on the acquisition of social skills. Nevertheless, the pedagogical key-words chosen to describe the adopted approach - interactivity, simulation and learning by doing - point to a stress on individual change.
The educational aids used were overhead projection, slides, software for content presentation and documentation in paper, audio and Braille form. Hands-on sessions took the form of presentation, demonstration and use of products. Participant information was collected through a presentation form returned with the enrolment form and self-presentation during the opening day. In addition, initial evaluation was done and this information was carefully considered, since it was used to update the organisation's statistics, readjust the initiative's contents and methods on the basis of the target, but also to redefine its objectives. During this phase, teachers received information about the students prior to commencing. Similarly, feedback from participants was collected through a final questionnaire and open final group discussion: this information was used to readjust the initiative's contents and methods, and to redefine the objectives of the organisation's educational activity. Follow-up was done through direct contact and a questionnaire.
Further remarks
Over time, educational activities of this kind evolved towards more individualised activities, such as open systems and simulated systems. The selection phase was adjusted to make it match the profile of potential students more closely. The number of participants increased from 35 in 1992 to 130 in 1997. In the future it would be interesting to conduct distance pre-evaluation of students using telematic support. Course organisation is to be improved through the use of information technology support to training. It is foreseeable that technologies may even assume the role of tutors within the training.
Selection
This seminar was publicised through leaflets and other communication channels (journals, radio, TV, etc.). The most important addressee group was user organisations, followed by family associations, organisations in the field and rehabilitation centres. No special criteria were adopted for selecting participants. Speakers was mainly chosen on the basis of their expertise and their personal interest. No preference for teachers with disability was expressed.
Organisation
The initiatives took place off the organisation's premises in a place found for the purpose; general comfort and overall accessibility were considered in venue choice; assistance for travel reservation and accommodation were offered, together with on-site coffee and lunch breaks, recreational activities, and welcome and farewell sessions. Participants were charged a token enrolment fee of PTE 10,000. A teacher's secretariat was set up.
Implementation
Contents were transmitted using a special, unique method, namely presentation and demonstration of case studies for learning and demonstration purposes. The pedagogical approaches that best describe this method are good presentation, discussion and questioning. The educational aids used were overhead projection, slides, video and handouts distributed to the participants, while hands-on sessions took the form of presentation and demonstration of products. A preparatory meeting led by the co-ordinator was organised to ensure coherence within the initiative. The collection of participant information was based on a presentation form handed in with the enrolment form, and this information was used to update the organisationÕs statistics. Feedback from participants was collected through a final questionnaire and this information was used to readjust the initiative's contents and methods.
Selection
This seminar was publicised through various communication channels (journals, radio, TV, specialised and other journals), but also using direct mailing. No special criteria were adopted for selecting participants. Speakers were mainly chosen on the basis of their expertise.
Organisation
The initiatives took place off the organisation's premises in a place found for the purpose; general comfort and overall accessibility were considered in venue choice. Assistance for travel reservation and accommodation was offered, and the event included coffee and lunch breaks on site, recreational activities, as well as welcome and farewell sessions. A teacher's secretariat was set up.
Implementation
The particular method adopted to transmit knowledge involved the presentation of contents with the support of overhead projection, slides, video, software for content presentation and handouts distributed to the participants. The hands-on sessions took the form of presentation and demonstration of products. The pedagogical key-words are good presentation and discussion. A preparatory meeting led by the co-ordinator was organised to ensure coherence within the initiative. The information on the participants was collected via a presentation form handed in with the enrolment form, and this information was used to update the organisationÕs statistics. No feedback from participants was collected.
Selection
This seminar was mainly publicised through leaflets and direct mailing addressed in particular to the organisation's database and to addresses collected from other sources. No special criteria for selecting participants and teachers were adopted.
Organisation
The initiatives took place on the organisation's premises using a space already fitted out for that purpose.
Implementation
No information is available about the method used, except that the hands-on sessions mainly entailed presentation and demonstration of products.
Further remarks
In the future it will be important to establish stronger links with employees about the use of AT in tele-working.