RESNA 2000 Co RE The Centre of

RESNA 2000 Co. RE

The Centre of Rehabilitation Engineering TELEMATE Telematic Multidisciplinary Assistive Technology Education RESNA 2000 Co. RE

The TELEMATE consortium l Co. RE, King’s College London, UK Alan Turner-Smith ï Education & Research. Health Service & grant maintained l IST/CAPS, Lisbon, Portugal Luis Azevedo ï Research & Education. University & grant maintained l Fern-Uni, Hagen, Germany Rainer Wallbruch ï Distance Education. University & grant maintained l FTB, Wetter/Ruhr, Germany Christian Bühler ï Research & Development. Health Service & grant maintained l Rehab-Nor, Tomter, Norway Øivind Lorentsen ï Research. Private, grant maintained l Handitek, Borlänge, Sweden Jan-Erik Wänn ï Research & Education. Private, University & grant maintained l SAGO, Florence, Italy Alberto Renieri ï Research. Government & grant maintained RESNA 2000 Co. RE

Aims l For AT specialists Ô a common approach to education in all European countries (& beyond); l For Educators Ô a framework for the development and sharing of telematic training packages; l For Users Ô the integration of all required areas of knowledge for everyone involved. RESNA 2000 Co. RE

The research programme l Survey existing courses, l Develop a formal framework for curricula, l Recommend methods for course delivery Ô according to l subject, educational background, and local conditions Propose procedures for maintenance of the framework Ô by mutual collaboration across Europe l Develop methods for evaluating courseware, l Create demonstrator courses Ô show possible examples. RESNA 2000 Co. RE

The timetable Public consultation and resource documents at www. telemate. org Existing courses, advisory panels WP 2 Curriculum framework WP 3 Delivery methods & accreditation WP 4 Maintenance procedures WP 5 Now Courseware specification WP 6 Verification methodology WP 7 Build of demonstration courseware WP 8 Delivery of demonstration courses WP 9 Documentation & dissemination WP 10 Start RESNA 2000 Year 1 Year 2 Year 3 Co. RE

Earlier Research l The TIDE “HEART” project (report E. 3. 2) identified three areas of education and training in Assistive Technology for specialists ÔHuman ÔSocio -economic, and ÔTechnical. RESNA 2000 Co. RE

HEART area – Human l l Basic profession Ô Clinical with underpinning disciplines Ô Anatomy Ô Physiology Ô Biomechanics Ô Disabilities Ô Psychology Ô Sociology Ô Knowledge transfer, and Ô Ethics RESNA 2000 Co. RE

HEART area – Socio-economic l l Basic profession Ô Administration with underpinning disciplines Ô Management Ô Service delivery Ô Standards, testing Ô Legislation Ô Economics RESNA 2000 Co. RE

HEART area – Technical l l Basic profession Ô Engineering with underpinning disciplines Ô Mechanics Ô Electronics Ô Physics Ô Information Technology Ô etc. , RESNA 2000 Co. RE

D 3 – Curriculum Framework l Inter-disciplinary structure Ô A framework that imposes a user-centred, inter-disciplinary structure to courses. RESNA 2000 Co. RE

Inter-disciplinary structure l l l Each member of the team has particular education and training needs The team must have common-core understanding of the fundamental principles of AT and its provision Professionals require cross-disciplinary education and experience Ô TELEMATE leads specialists from the edges of their own knowledge into those relevant areas of knowledge to be shared with the two other basic disciplines. RESNA 2000 Co. RE

Knowledge of Assistive Technology Specialist medical & welfare education Knowledge for non-professional users Knowledge for medical engineering Human AT User Knowledge for medical administration Specialist administrative education RESNA 2000 Socio-Economic Core knowledge Engineering for all professionals Specialist engineering education Knowledge for AT engineering administration Co. RE

Clinical “ISCED” is UNESCO’s International Standard Classification of Education Rheumatologist LEVEL 6 Rehabilitation physician Neurologist Geriatirician Hearing physician Paediatrician Orthopaedic Physician General Practitioner Design Engineer Physiotherapist Speech and Language Therapist Assistive Technology Technician ISCED LEVEL 4 Occupational Therapist Engineer Optical Engineer ISCED LEVEL 5 Nurse Eye physician Examples of professional specialities and likely academic levels Audio Bio. Engineer ISCED Ergonomist Physicist Mechanical Engineer Electrical Engineer Transport Engineer Electronic Engineering Technician Personal Assistant Audiologist Special needs teacher Software Engineer Communications Engineer Information Technologist Home help Building engineer Clerk Architect Social worker Administrator Economist Socio /Admin RESNA 2000 Civil Engineer Information Engineer Sociologist Lawyer Technical Business Manager TELEMATE Personal Academic Background Guide Discipline fault line Co. RE

D 3 Curriculum Framework l Inter-disciplinary structure Ô Frameworks that impose a user-centred inter-disciplinary structure to courses. l Modularization Ô A Knowledge Framework that shapes the foundations on which the science of AT can be built. RESNA 2000 Co. RE

Knowledge framework Vital Function Heart pacemakers Breathing support Cognition Displays / output devices Decision support software Measurement & Assessment Incontinence Cognitive diseases Anatomy and physiology Neurology Vision Hearing Displays Acoustics Alarms Magnifiers Displays Optical systems Hearing aids Measurement & Assessment Optical diseases Anatomy and physiology of vision Amplifiers / Signal Measurement processors & Assessment Hearing diseases Anatomy and physiology of speech Communication, AAC Displays / output devices Input devices Predictive systems Language / symbol systems Measurement & Assessment Language learning Neurology Mobility & Manipulation Environmental controls Building Accessibility Ergonomics Posture & Seating Biomechanics Measurement & Assessment FES Musculoskeletal diseases Fundamentals of Assistive Technology Cross-disciplinary education for Assistive Technology RESNA 2000 Engineer Co. RE

Human AT User Technical Engineer Socio-economic RESNA 2000 Co. RE

D 3 Curriculum Framework l Inter-disciplinary structure Ô A framework that imposes a user-centred, inter-disciplinary structure to courses. l Modularization Ô A Knowledge Framework that shapes foundations on which the science of AT should be built. Ô A Access Framework that specifies course material as metadata, creating a potential for modularization (based on current Learning Object theory). RESNA 2000 Co. RE

Modularization Ed uc ati Compe on tencie s Aims es Education and/or training activity module Ed uc ati on New or changed Compet ency rc ou Aims s Re Ed uc ati on Compe tencie s Aims s rce ou s Re RESNA 2000 Education and/or training activity module ed ng a ch ncy or ete w p Ne om C Education and/or training activity module New or changed Competency es urc so Re Co. RE

Access Framework Function Context Subject (examples) Vital Function Home and independent living Fundamentals Cognition Workplace Vision Hearing Communication, AAC Mobility & Manipulation RESNA 2000 School Sports and Leisure Building & general accessibility Transport Pathological Anatomy & Physiology Clinical Assessment Legislation, MDD Acoustics Service delivery Posture & Seating Musculo-skeletal system Incontinence Clinical Audit Environmental controls Building Accessibility FES Standards Displays Alarms Clinical skills Biomechanics Co. RE

WP 4 Delivery Methods and Course Accreditation l l Drew up an inventory & analysis of educational and technical methods Identified five different educational modalities Ô Ô Ô l l RESNA 2000 facts deductions habits attitudes skills Combined the modalities and methods Made reference to ECTS (European Credit Transfer System) Co. RE

WP 5 Maintenance Procedures l Considered technical issues Ô CD-ROM and/or Internet site hosting l Analysed existing courseware & methodologies Ô building on what is already available l Proposed an educational network, to open a vision for the future Ô mutual support between educational establishments Ô move towards a shared common standard for accreditation in the field l RESNA 2000 Proposed methods to handle Intellectual Property Rights. Co. RE

IPR & Exploitation Agreement l The Consortium l Ô Registration Ô Access Ô Management Ô Membership l The IPR issues l Hosting the code l Modification Ô Content Ô Code Ô Host partner Ô Security l RESNA 2000 Third party institutions Ô Charges Ô Income distribution Ô IPR of Content Ô IPR of Code l Tutors and Students IPR of Frameworks Co. RE

Summary. So far. . . l TELEMATE has reviewed existing education of AT professionals; l has proposed Ô an educational framework in a public consultation document (“D 3”); Ô telematic procedures for delivery (“D 4”) Ô procedures for maintenance (“D 5”); l is delivering two demonstrator courses Ô Fundamentals of Assistive Technology, and Ô Computer Access. RESNA 2000 Co. RE

Masters in Assistive Technology (2001 - 2004) Seating & Positioning Mobility & Manipulation 30 CATS Compulsory Research project Daily Living Technology 30 CATS Total 40 CATS Augmentative & Alternative Communicatio n 30 CATS Sensory Impairments 30 CATS Options Total 90 CATS Compulsory Total 50 CATS Introduction to Specialist Modules AT Provision Rehabilitation Issues AT Access Clinical Fundamentals Entry RESNA 2000 OR Technical Fundamentals Co. RE

Rehabilitation Knowledge Human AT User Technical Socio-economic RESNA 2000 Co. RE

Rehabilitation Knowledge Human AT User Technical Socio-econo mic RESNA 2000 Co. RE

Rehabilitation Knowledge Human AT User Techn ical Socioecono mic RESNA 2000 Co. RE

Rehabilitation Knowledge Hum an AT User Tech nica l Soci o-ec onom ic RESNA 2000 Co. RE

Rehabilitation Knowledge Hum an AT Use r Soc io-e RESNA 2000 con Tec hni cal om ic Co. RE

Rehabilitation Knowledge Hu ma n AT Us er So cio -ec o Tec hn ica l no m ic RESNA 2000 Co. RE

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www. telemate. org RESNA 2000 Co. RE

RESNA 2000 Co. RE

www. telemate. org RESNA 2000 Co. RE

Thank you for your attention RESNA 2000 Co. RE

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A TELEMATE Course l has modules with an allocated position within the TELEMATE framework Ô defining their relationship with other TELEMATE modules; l is available in all EU countries: Ô downloadable with telematic communication to user, or Ô delivered by local educational institution with telematic links l includes quality control and validation; l respects intellectual property rights. RESNA 2000 Co. RE

The TELEMATE framework provides l. A classification of course modules Ô entry requirements Ô topics l. A standard to enable mix & match of modules Ô including cross-disciplinary training l. A database for teachers and students: Ô guidance to available courses, Ô recommended approach and validation procedures, Ô classified guidance to resource material. RESNA 2000 Co. RE