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Development of Supportive Packages for Parents and Teachers of Children with Cerebral Palsy (03-18 Age Group)
Assistive Technologies
Trainers Guide
INTRODUCTION
This training module is produced in the scope of CP-PACK project and in accordance with the Need Analysis Report, derived from the results of the focus group interviews and questionnaires among parents and teachers of children with cerebral palsy.
The module is supposed to be be very pragmatic and at the same time very eclectic, providing practical and instrumental competences. Collaborative work is essential to exchange ideas and hints in the many areas where AT is important.
Through this training module there will be a discussion about the use of technology and how it helps to overcome functional limitations of children with cerebral palsy in social contexts. Also, information and teaching techniques regarding the use of specific technology for specific functional limitations in CP will be provided.
Subject of training module Assistive Technology
Target group(s) Parents and Teachers of children with CP 3-18 years of age
Goals
Parents and teachers of children with CP will be able to identify and search for new devices that promote accessibility and facilitate communication, learning, mobility and daily life activities. They will know how to apply new technological solutions and how to find the adequate assessment and follow-up services;
Learning objective(s)
At the end of the training course, trainees will have demonstrated acquisition of the knowledge base and skills necessary to:
a) Identify assistive technology that maximizes the potential of children with CP and facilitates inclusion.
b) Demonstrate skills to facilitate the process of the selection of appropriate technology for children with CP
c) Describe and demonstrate how assistive technology facilitates language skills, remedial skills, functional skills, and life skills.
d) Describe and demonstrate knowledge of how assistive technology provides access to learning for children with CP
Contents (General and/or Detailed)
1. Fundamentals of Assistive Technology
Assistive Technology and CP
Universal Design (for Learning)
Low, Medium and High Technology
Assessment and follow-up
2. Human factors
Quality of Life, Autonomy and Empowerment
Contexts and environmental variables
Critical factors in the educational process
3. Technical Factors
Technologies for Communication
Technologies for Mobility
Technologies for Manipulation
Technologies for Orientation
4. Socio-economic factors
Financial support in your country
Alternatives to sophisticated and expensive technology
Time needed
8 hours (one morning, one afternoon session of 4 hours each) + 1 hour evaluation = 9 hours
Methodology
Demonstration activities
Use of blended learning (LMS Moodle) as a continuous support
Collaborative tools (Forum, glossaries and Wiki)
Case Study activities
Assessment and evaluation plan (of trainers/of trainees /examination question databank)
Evaluation through questionnaires, checklists and self assessment at the end of the training course.
Participation in place and online activities
Case Study
Supporting training material needed
Handout of papers and power point presentations, prepared scenarios for the case studies and problem based learning, website links, references
State of the Art bibliography in the field of AT
Personal documentation about specific devices and software
Guidelines from EUROPEAN COMMISSION DG XIII - Telematics Applications - Assistive Technology Education for End-Users
Guidelines for Trainer - project DE 3402 / Deliverable D06.3
Educational environment
A meeting room/conference room during the lectures / presentations, as well as physical interiors appropriate for group work, case studies, workshops, drama, etc. Also, a projector connected to a pc, a screen, a flip chart and internet access. Where needed there must be extra pcs with internet access, video and audiovisual equipment, board and/or special equipment/assistive devices.
Qualities of Trainer(s)
Trainers must have technological literacy and a broad knowledge about the state of art of assistive technology in international market.
Session 1:: Fundamentals of Assistive Technology (1 h)
Goals and Learning Outcomes
The participants are expected to get general knowledge about Assistive Technology and its different levels of classification and awareness of the role of AT in several contexts and its connection to the Universal Design principles, especially in what concerns educational environments (UDL). Assistive technology and cerebral palsy
Methodology
This is a presentation module. Participants are invited to fill in a small questionnaire and brainstorm about the role of technologies in their lives and in what concerns their child/student`s daily activities. Several definitions of AT will be presented as well as classifications and a list of international organizations in this field of knowledge. Examples of low, medium and high technology will be shown, trough contextualized pictures and photos in CP environments. Trainers are also introduced to Universal Design and its relationship with Assistive Technology
Module Presentation
1,1 Definitions and contexts
Definition(s) of AT
Contexts of use
1.2 Technological Literacy
Digital gap
Digital natives/immigrants
1.3 Classification
ISO9999 / MPT / HEART
1.4 Universal Design
Design for All - Universal Design for Learning
Supplementary training materials
The Centre for Cerebral Palsy
Classification and terminology of assistive products
http://cirrie.buffalo.edu/encyclopedia/en/article/265/
The Seven Principles of Universal Design
http://www.udll.com/media-room/articles/the-seven-principles-of-universal-design/
http://www.ncsu.edu/project/design-projects/udi/
http://www.cast.org/
National Centre on Universal Design for Learning
http://www.udlcenter.org/
http://www.data.org.uk/index.php?Itemid=320&id=246&option=com_content&task=view
Inclusive Design Research Center
http://idrc.ocad.ca/index.php/resources
Presentation: Fundamentals of AT.pptx
Universal Design.pptx
Unleashing the Power of INNOVATION for Assistive Technology
National Centre for Technology Innovation
December 11th, 2009
Feedback on the session
Small questionnaire with evaluation and improvement suggestions. Questionnaires will be collected by the end of the module.
Session 2 :: Human Factors (1 h)
Goals and Learning Outcomes
Participants will have an in-depth knowledge of a wide range of topics spanning the field of disability, impairment and disadvantage, under social models and perspective of International Classification of Functionality and World Health Organization.
Participants will also get an informed idea of an assessment process (functional) and of the several steps of an AT selection process.
Methodology
In this session we also approach items related to the impact of disablement in the human being and how assistive technology can work on the gap between the individual and the environment, facilitating autonomy and empowerment. The combination of humans and technology has been an added convenience for some, and a sheer blessing for others; for those with physical and communication impairments, Assistive technology has transformed daily living into a journey toward capability instead of disability. But this relationship is not always easy and in this module, the group will have the opportunity to discuss the problem of AT acceptance/refusal and notions of accommodation and adaptation.
2.1 Disability issues
Quality of Life, autonomy and empowerment
Impairment / disability / handicap and ICIDH-2
Rehabilitation and social integration
2.2 Contexts and Environmental variables
Analysing needs and formulating goals
Matching person and technology
2.3 Assessment Process
START Program
SETT Framework
2.4 Selection Process
The process of selecting AT
Factors that lead to success or failure of AT
Resources
The Centre for Cerebral Palsy
Classification and terminology of assistive products
http://cirrie.buffalo.edu/encyclopedia/en/article/265/
Human Factors.pptx
Feedback on the session
Small questionnaire with evaluation and improvement suggestions. Questionnaires will be collected by the end of the module.
Session 3 ::Technical Factors/ Communication (1 h )
Goals and Learning Outcomes
Communication skills are a critical process in developing and maintaining social relationships, learning to live in community, and general satisfaction of almost all human needs. Therefore, communication is an ongoing process that occurs throughout all daily activities. There are a lot of products to improve or facilitate the communication process of children with cerebral palsy. Students will evaluate the potential of several equipments in the field of communication and be proficient in incorporating them in a functional selection process for a CP child. Participants will also learn several software adaptation strategies for usability and accessibility to the PC
Methodology: Participants will have the opportunity to compare several augmentative and alternative Communication Systems in what concerns the various devices of application .The module will also focus on the many kinds of equipment for physical and virtual accessibility, as well as different strategies to adapt the operative systems to motor, sensorial or cognitive impairments.
3.1 Interpersonal Communication
Knowledge about AAC in interpersonal communication
Aided and unaided communication systems
Low-tech devices and hightech dynamic communication boards
Speech output: recorded and synthetic speech
Selection techniques: direct, scanning, encoding
Rate enhancement and prediction techniques
Hearing aids and Voice amplifiers
3.2 Physical Accessibility (ICT)
control interfaces (switches, joystick, track ball)
alternative keyboards (expanded, reduced) and keyboard emulation, mice and mouse emulation, touch screens, head-pointers, mouth-sticks, eye-gaze systems, etc
3.3 Virtual Accessibilty
Free software tools for PC control (headmouse, headdev, virtualkeyb)
Accessibility options (Windows Xp and 7)
3.3 Telecomunications
Mobile phone adaptation
Telematics: Skype and Teamviewer
3.4 Reading and Writing
Low tech devices, Ebooks, online reading
OCR, vice recognition and prediction
Supplementary training materials:
Resources
http://www.words-plus.com/website/products/hand/mmaccs.htm
http://www.pecs.org.uk/general/what.htm
http://www.mayer-johnson.co.uk/downloads/trials/details/id/447/?___SID=U
http://www.sensorysoftware.com/
Access to computer
Accessibility in Apple Products
Accessibility in Microsoft Products
TCCommunication.pptx
Feedback on the session:
Small questionnaire with evaluation and improvement suggestions. Questionnaires will be collected by the end of the module.
Session 4 :: Technical Factors/ Mobility
1 h
Goals and Learning Outcomes
Participants will demonstrate knowledge about the most significant equipments for mobility of CP children and will also demonstrate proficiency in selecting the most adequate solution for different environments.
They are also expected to recognize the importance of arquitectural accessibility and some technical solutions available, as well as the main modalities and characteristics of adapted sports suitable for CP.
Methodology:
Participants will see several kinds of mobility devices, mechanical and electrical transportation as well as vehicle adaptations. Different domotic configurations will be studied and trainees will be invited to virtually build an accessible home.
4.1 Manual mobility
Manual wheelchairs
Sticks, crutches, walkers
Bicycles and tricycles
Transport chairs
Manual hoists and transfer aids
4.2 Powered mobility
Powered wheelchairs
Scooters, carts, mopeds
Powered aids for lifting and transfer
Interfaces for wheelchair control
Robotic arms for wheelchairs
4.3 Private transportation
Special controls for driving
Special seats
Ramps and platforms
4.4 Public transportation
Adaptation of public vehicles
Ramps and platforms
Lifts
4.5 Accessibility
Outdoor and indoor access aids
Home adaptations
Ambient Assisted Living
4.6 Seating & positioning
Seating biomechanics and postural control
Components of seating and positioning Systems
Cushions and pressure management
4.7 Orthotics and prosthetics
Lower limb orthoses
Lower limb prostheses
Orthopaedic shoes
Electrical stimulation
4.8 Adapted Sports
Boccia, Goalball, athletics
Paralympics
Supplementary training materials:
Assistive Technology Devices for Kids | eHow.co.uk -
http://www.ehow.co.uk/info_8315500_assistive-technology-devices-kids.html#ixzz1jpSPMteT
http://www.neatech.it/index.php
Apple: Empowering Disabled Apple Users
http://atmac.org/
http://www.escadafacil.pt/index.htm
http://mashable.com/2011/10/05/tech-disabled/
iBot
http://www.youtube.com/watch?v=xK5uAeEV7tI
http://www.officeorganix.com/default.htm
Presentation
Feedback on the session:
Small questionnaire with evaluation and improvement suggestions. Questionnaires will be collected by the end of the module.
Session 5 :: Technical Factors/ Manipulation (1 h )
Goals and Learning Outcomes
Participants will recognize practical solutions for daily activity with CP children, available in the market, in areas like feeding, dressing, housekeeping, etc. Students will also have contact with domotic solutions and environmental control strategies. It is also expected that they can recognize the most suitable recreational solutions for their children/pupils
Methodology:
Manipulation is the individual’s ability to control the physical environment in order to perform an activity. It also refers to the ability to regulate control mechanisms using any tool, independent of the part of the body used. Manipulation is one output of the activities performed by persons with disabilities38. The same authors also call attention to the fact that, at a very basic level, manipulation often refers to those activities normally accomplished by the use of the upper extremities, particularly the fingers and hands.
Manipulation is taken to be the end goal of the individual’s actions, independent of the way it is achieved.
5.1 Activities of daily life
Self care (hygiene; incontinence; sexuality; clothing)
Housekeeping (cooking; cleaning)
Safety, alarm and signalling devices
5.2 Environmental control
Environmental control units (ECU)
User control interfaces (voice recognition, ultrasound, switches)
5.3 Robotics
Desktop robots
Page turners
Feeding robots
5.4 Recreation
Aids for games, exercise, sports, photography, smoking, Adapted toys
Musical instruments
Handicraft tools for sport and recreation
Supplementary training materials:
http://www.aalforum.eu/
http://www.youtube.com/watch?v=RVjU3jfKHAc
TCManipulation.pptx
Feedback on the session:
Small questionnaire with evaluation and improvement suggestions. Questionnaires will be collected by the end of the module.
MODULE 5
Technology for Manipulation
Time
GOALS AND LEARNING OUTCOMES
CONTENT AND METHODOLOGY
ACTIVITIES
EDUCATIONAL RESOURCES
1h
Module Presentation
Oral presentation
PC
Video projector
5 '
Activities of daily life
Self care (hygiene; incontinence; sexuality; clothing)
Housekeeping (cooking; cleaning)
Safety, alarm and signalling devices
Videos, picture presentation
10
Environmental control
Environmental control units (ECU)
User control interfaces (voice recognition, ultrasound, switches)
10
Knowing the existing tools Robotics
Desktop robots
Page turners
Feeding robots
10
Recreation
Aids for games, exercise, sports, photography, smoking, Adapted toys
Musical instruments
Handicraft tools for sport and recreation
10
Evaluate the module
Evaluation Module
Completing the evaluation form
Evaluation form
5`
Session 6 :: Technical Factors/Orientation
1 h
Goals and Learning Outcomes
In this session participants will identify some orientation and mobility systems, as well as security solutions based on geo-referencing.
Students will also review a list of (mostly free) software for cognitive orientation and educational purposes.
Methodology
Following the same structure of the other technical factors, participants will have contact with orientation solutions based on GPS systems, and will evaluate and compare several types of software useful to handle cognitive impairments.
6.1 Orientation & navigation systems
Orientation and mobility aids
Sonic guides
Adaptations of the environment
6.2 Cognition
Aids for memory compensation
Aids for supporting time and space notions
Educational Software
Supplementary training materials:
Trekker System
http://www.youtube.com/watch?v=gsTZqKGtkyI
http://goanimate.com/
http://www.mindmapping.com/
http://vocaroo.com/
http://www.vrlogic.com/html/head_mounted_displays.html
http://www.wikispaces.com/
http://zaidlearn.blogspot.com/2008/04/free-learning-tool-for-every-learning.html
See Presentation
Feedback on the session:
Small questionnaire with evaluation and improvement suggestions. Questionnaires will be collected by the end of the module.
MODULE 6
Technology for (Cognitive) Orientation
Time
GOALS AND LEARNING OUTCOMES
CONTENT AND METHODOLOGY
ACTIVITIES
EDUCATIONAL RESOURCES
1h
Module Presentation
Oral presentation
5`
Knowing the orientation & navigation systems
Canes
Help for orientation and mobility
Sound Guides
Environmental adaptations
Training mobility with white cane
PC and Projector
Specific software
10´
Knowing the compensatory aid and support to Cognition
Compensatory aid memory
Helps support the notions of space and time
Training in context
PC and Projector
Specific software
40'
Evaluate the module
Evaluation Module
Completing the evaluation form
Evaluation form
5`
Session 7 :: Socio-economic factors
1 h
Goals and Learning Outcomes
Participants will be able to search for information related to AT funding in their own country and demonstrate skills in defining their plan of acquisition, based on the information provided by national or international databases.
They will also be able to evaluate the state of art of assistive technology, market trends and evolution at a European level.
Methodology
Providing AT devices is a complex process that involves the user, but also family members, caregivers, friends and fellow students. The process of acquisition or funding is different from country to country, depending on national legislation but there is a European trend towards a common database coordinated by EASTIN.
Supplementary training materials:
Resources
http://www.eastin.eu/pt-PT/searches/products/index
http://www.hmi-basen.dk/r0x.asp?ldbid=1
http://www.rehadat.de/eastin.htm
http://resna.org/
http://snow.idrc.ocad.ca/
http://www.wati.org/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/inclusive-education/
http://www.eastin.eu/en-GB/searches/products/index
SEconomical.pptx
Feedback on the session:
Small questionnaire with evaluation and improvement suggestions. Questionnaires will be collected by the end of the module.
MODULE 7
SOCIO-ECONOMIC COMPONENTS
Time
GOALS AND LEARNING OUTCOMES
CONTENT AND METHODOLOGY
ACTIVITIES
EDUCATIONAL RESOURCES
1h
Presenting the module
Oral presentation
5`
Knowledge of legislation and standards within the
services
Legislation related to the provision of AT
Procedures for obtaining funding or TA
TA negotiation processes with manufacturers and suppliers
Maintenance Procedures
PC
Internet
20`
Identifying Information Resources
Database in TA
Internet Resources on TA
Exhibitions and events information
Information centers
Professional support for the selection of TA
Catalogs, magazines and other publications
20`
Law / Economics
National legislation related to disability
Evolution of the processes of international TA
Cost Analysis for TA
Market trends
Consultation on the Internet
Comparative studies
Gazette
Miscellaneous documents
10`
Evaluate the module
Evaluation Module
Completing the evaluation form
Evaluation form
5`
References
EUROPEAN COMMISSION DG XIII, Telematics Application Programme, Disabled and Elderly Sector, Education in Assistive Technology for End Users - Guidelines for Trainers, draft 3402 / eustatic - Deliverable D06.3 [DOC01]
EUROPEAN COMMISSION, State of persons with disabilities in the enlarged European Union: the European Action Plan 2006-2007, Brussels, 28.11.2005, COM (2005) 604 final
Equal Opportunities for Persons with Disabilities: A European Action Plan - EUROPEAN COMMISSION - Brussels, 30.10.2003 - COM (2003) 650 final - Communication from the Commission, the European Parliament, the European Economic and Social Committee and the Committee of the Regions.
Lee KS, Thomas DJ, "Control of Computer-Based Technology for People with Physical Disabilities - An Assessment Manual", University of Toronto Press, 1990.
D. Robinson, P. Morato, R. Martin, Clara HS, "New Technologies in Special Education: From Wonder to Reality", IV National Meeting of EE - Calouste Gulbenkian - Education Service, 1989.
SHAW, Deborah. Libraries of the future: glimpses of a networked, distributed, collaborative, hyper, virtual world. Libri, v.44, n.3, p.206-223. Sept. 1994
Heerkens YF, Bougie T, de Kleijn-de Vrankrijker MW. 2012. Classification and terminology of assistive products. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/265/
COOK, A. , M. & HUSSEY, S. M. (2001). Assistive Technologies: Principles And Practice . ISBN: 0323006434. Mosby Inc
Hutinger, P.L., & Others. State of Practice: How Assistive Technologies Are Used in Educational Programs of Children With Multiple Disabilities. A Final Report for the Project: Effective Use of Technology to Meet Educational Goals of Children with Disabilities. Washington, D.C.: Office of Special Education and Rehabilitation Services (1994).
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