Guidelines for Lifelong Learning in Assistive Technology
The Guidelines are written for those who are delivering learning programmes in the areas of communication, computer access and environmental control. They are designed to embrace social and cultural definitions of AT which emphasise the importance of recognising contextual and environmental variables in the environment of the person using AT. Such definitions contrast with descriptions of AT purely as a technical field of knowledge. The Guidelines are designed to be used flexibly to support learners with continuing professional development and lifelong learning.
An introduction to the International Classification of Functioning (ICF)[1] is included, as it impacts on education and training in the field of AT. Key issues including consultation with relevant stakeholders, multi-professional working and a person-centred approach in designing AT learning. The authors propose that a set of core principles (including, for example, the emphasis of the importance of the client, the people significant to the client, and the diverse environmental factors) should be at the centre of all assessment, support and training, and should form the basis of any learning programme. The ultimate aim should be the maximising of the autonomy and participation of the client in society.
These Guidelines are divided into six sections:
- Section 1 is an introduction, including a definition of AT.
- Section 2 introduces lifelong learning in AT.
- Section 3 outlines fundamental principles in AT which need to be considered when designing learning programmes.
- Section 4 considers the importance of a training needs analysis and of consultation of the clients.
- Section 5 sets out guidance on structuring a learning programme.
- Section 6 sets out a checklist for planning a learning event which can be helpful when organising a course.
The Guidelines refer to three levels of training: Foundation, Intermediate and Advanced, and these have been related to the European Qualifications Framework (EQF)[2] levels: Foundation (EQF 2/3/4), Intermediate (EQF5) and Advanced (EQF6/7). As a reference guide, AT competency in the areas of knowledge, skills, personal and professional outcomes relating to the EQF levels are defined. A template is provided to aid in the design of learning programmes.
A variety of methods of delivering learning outcomes are discussed and there is a section describing generic lifelong learning programmes which covers planning, preparation, delivery, assessment, accreditation, and evaluation.
The Guidelines are available in an English, Italian and Dutch/Flemish version.
Download the English version of the Guidelines
Download the Italian version of the Guidelines
Download the Dutch/Flemish version of the Guidelines
[1] For further details see the ICF Beginner’s Guide, available at http://www3.who.int/icf/
[2] Commission of the European Communities, Towards a European Qualifications Framework for Lifelong Learning [Commission Staff Working Document] (SEC (2005) 957, July 2005)
Learning Programme Examples
View examples of learning programmes developed within the framework of the project.
Download a template for the design of a learning programme (85kb Microsoft Word document)