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Development of Supportive Packages for Parents and Teachers of Children with Cerebral Palsy (03-18 Age Group)
ASSISTIVE TECHNOLOGY
Training Booklet
General 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. This training module can 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.
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 Outcome(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
Fundamentals of Ass. Technology
Assistive Technology and CP
Universal Design (for Learning)
Low, Medium and High Technology
Evaluation and follow-up
1. Human Factors
Quality of Life, Autonomy and Empowerment
Contexts and environmental variables
Critical factors in the educational process
2. Technical Factors
Technologies for Communication
Technologies for Mobility
Technologies for Manipulation
Technologies for Orientation
3. Socioeconomical 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.
About this module
Cerebral Palsy is a permanent physical condition that affects movement. It can be as mild as just a small weakness in one member or it can be a devastating condition of life, affecting communication, mobility, daily activities, or even cognition. In any of these circumstances, assistive technology can make things better and, most of the times, it can make things possible.
Assistive technology can help to communicate and participate in learning. It can help many learn to sit or walk, overcoming spasticity or uncontrollable movements and live independently, exploring their full potential as persons. Mobile technology, like a cane or wheelchair, enables a student with cerebral palsy to safely maneuver around at school. Communication aids, such as a voice sensitizer, helps a student with cerebral palsy communicate with others. Computer software and specialized furniture, help students with CP remain comfortable while learning inside and outside the classroom. Computers can also be equipped with special software to facilitate the educational needs of a person with cerebral palsy. Voice activated software can help with typing and proof reading.
There is a whole world of possibilities when we chose the right equipment to the right person and WITH the right person. But that task involves awareness of what equipments are available at a a certain time, at what cost, and their technical characteristics so as to know if they really fit to that person. It is , most of the time, a hard and time consuming task, considering the ephemerons character of the technological development. This module of CP-PACK aims to reflect on the products available for the different disabilities but also on the process of selecting and acquiring the right kind of equipment or service.
Its framework was based on some of the most recent studies on AT presented in international projects like TELEMATE, IMPACT or EUSTAT. The basic methodology and inspiration came from the Guidelines for Trainers - Empowering Users Trough Assistive Technologies of the EUSTAT Program.
We are conscious that the theme is vast and there are so many references that participants may well fall into cognitive dissonance. But we keep for ourselves that we must be informed to have an opinion and, in this case we do not intend to train parents and teachers of CP children for academic purposes, but only to be part of the solution for their own “cases” of life.
We do hope, therefor, that the provided information can represent to our trainees the beginning of a lifelong process of keeping informed about the state of art of technological evolution for the benefit of your child /pupils who trusts you and knows you are sufficiently informed to help him take the right decisions about assistive technology.
Read more
Assistive Technology for Students With Cerebral Palsy | eHow.co.uk
http://www.ehow.co.uk/facts_5700425_assistive-technology-students-cerebral-palsy.html#ixzz1jpSHTFNA
http://www.cerebralpalsysource.com/index.html
National Institute of Neurological Disorders
http://www.ninds.nih.gov/index.htm
Session 1 :: Fundamentals of Assistive Technology
Session 1 :: Fundamentals of Assistive Technology
Session Overview
Introductory session and presentation. Assistive Technology and its classification. Technological literacy and digital divide. Universal Design - Design for All.
Learning Outcomes:
Participants will acquire general knowledge about Assistive Technology and its different levels of classification, as well as 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.
Session Contents
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
Universal design for Learning
ISO 9999:2011
http://www.iso.org/iso/catalogue_detail.htm?csnumber=50982
MPT (Matching Persons and Technology)
http://matchingpersonandtechnology.com/index.html
HEART classification
The Centre for Cerebral Palsy
MOUNT LAWLEY WESTERN AUSTRALIA
http://www.tccp.com.au/Pages~CP_Tech_-_Assistive_Technology
Classification and terminology of assistive products
http://cirrie.buffalo.edu/encyclopedia/en/article/265/
Resources on UD
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
Session 2 :: Human Factors
Session 2 :: Human Factors
Session Overview
Debate on the problematic of disability and concepts of autonomy and empowerment. Discussion of acceptance aspects and factors of resistance or resilience - factors that interfere in the success of an AT program. Assessment techniques for special needs. Steps of an AT selection process.
Learning Outcomes
Participants will acknowledge concepts of disability, impairment and disadvantage, under social models and under the perspective of International Classification of Functionality and World Health Organization. Participants will also demonstrate proficiency in selecting an AT device under determined circumstances.
Session Contents
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
International Classification of Functioning, Disability and Health (ICF)
http://www.rivm.nl/who-fic/index.html
Special Needs Technology Assessment Resource Support Team (START)
http://www.nsnet.org/start/
SETT Framework
http://www2.edc.org/ncip/workshops/sett/SETT_Framework.html
Human Factors.pptx
Session 3 :: Technical Components / Communication
Session 3 :: Technical Components / Communication
Session Overview:
Communication skills asa critical process in developing and maintaining social relationships, learning to live in community, and general satisfaction of almost all human needs. Communication as an ongoing process that occurs throughout all daily activities.
Products to improve or facilitate the communication process of children with cerebral palsy.
Learning Outcomes
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 as well as free hardware and software solutions for physical accessibility to information and communication Technology and to help in reading and writing processes.
Session Contents
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
3.3 Virtual Accessibilty
Free software tools for PC control (headmouse, headdev, virtual keyb)
Accessibility options (Windows Xp and 7)
What assistive technology is used for computer access?
Computer access is a term describing a group of devices that allows an individual to operate the computer who would otherwise not be able to do so. Special devices may provide access to computers for individuals who can not use the standard keyboard or mouse. There is a variety of special devices to help operate the computer. Here is a potential list.
Computer Access
Keyboard with built in computer accessibility features
Word prediction, abbreviation/expansion to reduce keystrokes
Keyguard
Arm support (e.g., Ergo Rest®)
Track ball/track pad/ joystick with on-screen keyboard
Alternate keyboard (e.g., IntelliKeys®, Discover Board ®
, TASH Mini keyboard))
Pointing options (e.g., HeadMaster Plus, Tracker 2000)
Switch with Morse code
Switch with scanning
Voice recognition software
When is it appropriate?
When a student cannot access the computer in a standard fashion and needs to use it to complete school related tasks, such as writing spelling words or researching information on the internet, assistive technology for computer access may be needed. While these items are most commonly needed by students with physical disabilities, they may also be helpful for students with visual impairments, cognitive disabilities, or other challenges. There are special accessibility features contained in operating systems and Macintosh computers. In Windows click on the Accessibility Options (wheelchair icon) under accessories on the control panel to access the special features. There you can adjust settings for the keyboard, sound, display, and mouse. These adjustments allow you to do many things such as, use keys in sequence that would normally need to be used together, such as the shift key and any letter or the control key and a letter. Macintosh has similar features found under system preferences and in addition has screen enlargement called Close View or Zoom (OS X) which magnifies screen images up to 16 times normal size.
Where can I go for help?
The Occupational Therapist is typically the most knowledgeable service provider when it comes to computer access. An assistive technology consultant may also be helpful. The IEP team should work with one of these individuals as well as the school district’s computer technician to determine what will work best for the individual student.
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
Resources
Makaton
Meyer-Johnson
Arasaac
Words Plus
http://www.words-plus.com/website/products/hand/mmaccs.htm
Pecs
http://www.pecs.org.uk/general/what.htm
Proloquo2go
Grid 2
http://www.sensorysoftware.com/
http://www.spectronicsinoz.com/product/mayer-johnson-pcs-deluxe
http://www.tobii.com/en/assistive-technology/north-america/products/hardware/
http://www.youtube.com/watch?v=kXY50Ig773M&feature=player_embedded%20-%20!
http://www.youtube.com/watch?v=R1agrUM4KYs
http://www.clik.com.br/clik_01.html - prodcomp
http://www.inference.phy.cam.ac.uk/dasher/portuguese/
http://cameramouse.org/
Access to computer
Accessibility in Apple Products
http://www.apple.com/accessibility/
Accessibility in Microsoft Products
http://www.microsoft.com/enable/products/default.aspx
Assistive Technology Eye Tracking Mouse
http://www.youtube.com/watch?v=UMeaorBZKpc
Open Source Special Access to PC Software
http://www.oatsoft.org/Software/SpecialAccessToWindows
TCCommunication.pptx
Session 4 :: Technical Components / Mobility
Session 4 :: Technical Components / Mobility
Session Overview:
Mobility as the individual's ability to execute distinctive activities associated with moving oneself within the environment. and as a tool for functioning in performance areas such as selfcare, work or school, play and leisure. Assistive devices that help with mobility or help children to sit, stand or lie down in positions that they may not be able to get into or hold on their own.
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 arcquitectural accessibility and some technical solutions available, as well as the main modalities and characteristics of adapted sports suitable for CP.
Session Contents
4.1 Manual mobility
Manual wheelchairs,
Sticks, crutches, walkers
Bicycles and tricycles
Transport chairs and 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, platforms and lifts
4.5 Accessibility
Outdoor and indoor access aids
Home adaptations
Ambient Assisted Living
4.6 Seating & positioning
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
Paralimpics
Read more
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
See Presentation
Session 5 :: Technical Components / Manipulation
Session 5 :: Technical Components / Manipulation
Session Overview:
Manipulation as the individual’s ability to control physical environment and as an output of the activities performed by persons with disabilities. Products for manipulation, aiming independence and autonomy. Environmental control systems and devices for recreational use .
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
Session Contents
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
Read more
http://www.aalforum.eu/
http://www.youtube.com/watch?v=RVjU3jfKHAc
TCManipulation.pptx
Session 6 :: Technical Components / Orientation
Session 6 :: Technical Components / Orientation
Session Overview:
Orientation is the ability to locate oneself in relation to the dimensions of time and space. It is also the ability to receive stimuli from several sensorial inputs (sight, hearing, smell, touch), assimilate those inputs and provide a suitable response (output)
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.
Session Contents
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
Read more
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
Session 7 :: Socio-Economic Factors
Session 7 :: Socio-Economic Factors
Session Overview:
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.
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.
Session Contents
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.
7.1 Service delivery
Legislation related to the provision of AT
Procedures for getting or funding AT
Negotiating terms with AT providers and Suppliers
7.2 Information resources
Databases on AT
AT Internt resources
Catalogues, magazines and other publications
Exhibitions and information events
Information centres
Professional supports for choice of AT
7.3 Law/economics
Evolution of AT policies at international level
Cost analysis for AT
Outcome analysis for AT
Market trends
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
References
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).
http://www.eaccessibility.org/
http://atnetworkblog.blogspot.com/2010/04/so-what-is-atacp.html
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