Programs
in
Assistive Technology Education
for End-Users in Europe
A user organisations made up of persons with disabilities and the elderly that is involved in training/education and information/advice activities. The educational activities (begun less than 5 years ago) are addressed to a target of persons with disabilities and the elderly.
The educational activities carried out over the past 5 years can be classified as follows:
The role played by AT in these initiatives is almost always very important; ; only brief information is given about the activities addressed to the individual. The areas related to AT are: mobility, household activities, health maintenance, service delivery and general accessibility issues.
No detailed information is given on the initiatives described
below.
Selection
Publicised via leaflets and heavy advertising on all the considered media, the most effective being those on radio and TV. Mailing was done to the organisation's address database, and to many other organisations in the field, including bodies of volunteers, professionals and families. Participation was limited to adults chosen on the basis of their professional experience, while teachers and tutors were selected on the basis of their expertise. A preference for teachers with disabilities was expressed, and these were selected on the basis of the level of expertise.
Organisation
The course took place on the organisation's premises in a space which is already fitted out with the necessary facilities and where overall accessibility is ensured; coffee and lunch breaks as well as welcome and farewell sessions were organised. To ensure the initiative's high quality, a co-ordinator was appointed and preparatory meetings between teachers were held. Participants paid a fee of BF 3.000 to enrol in the course.
Implementation
Lessons were a mixture of theoretical lectures that followed interactive methods such as group discussions, simulation, role-playing, work groups and hands-on sessions, this last activity taking the form of presentation, demonstration, individual use and experimentation with products. The lessons included overhead projection, slides and handouts for the participants. Learning by doing and good presentation are the two key-words chosen to describe the preferred pedagogical aspects.
Participants had to fill in an introductory questionnaire and the information collected is then used to redefine the overall objectives of the organisation's educational activities. Progress meetings between the teachers were also held, and feedback was collected through a final questionnaire and a final group discussion, whose results were used to readjust further the contents and methods for the next edition of the same course. Follow-up was carried out by direct contact.
Further remarks
In the future, selection will be more structured, given the possibility of offering a job at the end of the course. Indeed, this is exactly the future objective: to make these courses an opportunity for getting a job.
Selection
Publicised via leaflets and advertisements in other journals. Mailing was done to other organisations in the field and information was handed out at congresses and exhibitions but above all personal invitations were made. Participants were chosen on the sole basis of territoriality, while teachers and tutors were selected on the basis of their expertise. No preference for teachers with disabilities was expressed.
Organisation
The course took place at a venue chosen for the occasion, where overall accessibility was ensured; coffee-breaks were organised. To ensure the initiative's high quality, a co-ordinator was appointed and preparatory meetings between teachers were held.
Implementation
Lessons took the form of traditional lectures, with the support of educational aids such as overhead projection, slides, and handouts for the participants. Hands-on sessions were based on presentation and demonstration of products. Questioning and good presentation are the two key-words chosen to describe the preferred pedagogical approach, in line with the initiative's traditional nature.
Information on participants was collected through self-presentation, and was then used to redefine the overall objectives of the organisation's educational activities. Progress meetings between the teachers were held, and feedback was collected by means of a final questionnaire, whose results were used also in this case to readjust contents and methods for the next edition of the same course. No follow-up was carried out.
Further remarks
A shift has been made from lectures to seminars, and co-operation with local organisations has proved valuable. The number of participants has been set at 20, because this helps in sharing life experiences.
In the future, the substantial involvement of professional trainers is foreseen. Consequently, different target groups must be considered because training and information activities must better address different needs.
In addition, increasing attention is being paid to accessibility and information. Short training courses are also foreseen, with a small group of participants.