Module 4 - Mainstreaming and Digital Technologies as Support to the Education, Employment and Well-Being of People with Disabilities

Module 4

Title: Mainstreaming and Digital Technologies as Support to the

Education, Employment and Well-Being of People with Disabilities

Organisation

NFRI

 

The SE coachers should be able to:

·         Develop positive attitudes towards proactive use of mainstreaming and digital technologies as means for social inclusion of people with disabilities (PwD).

·         Recognize PwD potential needs for assistive technology and how they can match with the needs of employers.

·         Know how to address the need for support and assistance while entering paid employment.

·         Know how the use of Information and Communication Technologies (ICT) can support PwD to overcome barriers and to secure and maintain paid employment.

SE Coachers can / knows how to:

·         Apply person centred approach as method to facilitate informed choices and decisions and promote the principles of supported employment by using digital assistive technologies.

·         Identify the needs of support of the clients with disabilities and increase their capabilities by using mainstreaming and digital technologies.

·         Use digital assistive technologies and how to boost the Supported employment results.

·         Work with different assistive technologies and assist PwD in developing their learning styles. Assist employers in developing effective assistive technologies and adapted workplaces for PwD.

Summary of the module

content and table of

content items

Summary

The module aims to present the role of mainstreaming and digital technologies to facilitate communication and participation in open labour market. ICT can also support flexible, playful, unspecified activities that can be a mechanism for developing new values and goals and learning new things.

The module will focus the attention of the social model of disability and mainstream and digital assistive technologies as tool that can decrease isolation and facilitate a meaningful social participation of PwD in the community. During this module an emphasis will be placed on the abilities of this group and the possibilities for its meaningful social participation and their right to employment.

Mainstream and digital assistive technologies can meet the needs of PwD in different ways. They may allow people to do something that they could not do before and function better in their daily living or improve abilities to perform social tasks. Technology can equip PwD with necessary skills and support them in all aspects of activities such as attending educational institution, working and enjoying cultural life or taking care of their own children.

Furthermore the module highlighted the importance of the person centred approach in using Information and Communication Technologies (ICT) which has an impact on independent living as removing barriers and providing access to key public services (including access to work). This chapter contains information about mainstreaming and digital technologies that allowed PwD to control the interaction, or made information more manageable. This will increase workplace engagement and efficacy. Working within virtual spaces may also provide PwD with employment opportunities otherwise unavailable or inaccessible to them.

By the end of the module the SE coachers will be able to recognise the types of the assistive technologies and their supportive role for people with physical, mental, developmental and other types of disabilities. The SE coachers will be able to understand the role of technologies that empower PwD and facilitate social participation, inclusion and integration. The module will help SE coachers to recognise the potential of mainstream and digital technologies to provide PwD with the opportunity to participate fully and safety in the educational, employment and well-being activities.

The module emphasise on the technologies that develop soft skills, meet the individual needs and fit into the company requirements and culture. Upon completion of the module the SE Coachers will be able to provide co-workers and employers with necessary guidelines in the process of successful inclusion of new employee with disabilities.

Table of contents

1. Social Model of Disability and Assistive Technologies

1.1 Supportive Public Policy and Access to Mainstream and Digital Support for People with Disabilities

1.1.1 Types of Inclusive ICT

1.1.2 Technologies as Individual-oriented Method for Changing Paradigms in Provision of Services

1.1.3. Technologies access and personal privacy, security and confidentiality.

1.1.4. Reviewing State Regulations and Policies for Provision of Mainstreaming and Digital Technologies for PwD.

1.2. Impact of Digital Assistive Technologies and Services on Independent Living

1.2.1. The Role of Technology for Enhancing Health and Care Services, Transport, and Lifelong Learning

1.2.2. Assistive Technologies as a Method for Equalities and Change of Social Attitudes and Inclusion

2. Mainstream and Digital Assistive Technology Supporting Personal Autonomy

2.1. Social Impact on Disabilities and Types of Technologies and Personal Aid

2.1.1. Communication Enhancement

2.1.2. Telecommunications Access

2.1.3. Wireless Technologies

2.1.4. Use of Electronic Equipment

3. Enhancing work Opportunities for PwD through Digital Assistive Technologies

3.1. The Role of Technologies of Overcoming Barriers and Finding Employment for People with Disabilities

3.1.1. Mobility impairments

3.1.2. Visual Impairments 

3.1.3. Hearing Impairments

3.1.4. Deaf-blindness

3.1.5. Speech Impairments

3.1.6. Intellectual (learning) Disabilities

3.1.7. Mental Health Problems 

3.1.8 Practical Assignments

3.2. Challenges of Effective Use of Technologies and Personal Wellbeing of PwD

3.2.1. Personal adaptation, training and use of the person centred approach for providing access and awareness (see Module 7)

3.2.2. Computer, Mobility, Telework: Promises and Problems

3.2.3. Telerehabilitation (E-learning)

3.2.4. Working with Employers to Design and Maintain Adapted Workplace for PwD

3.2.5. Financial access to equipment and related services

3.2.6. Product maintenance, repair and replacement

3.2.7. Impact of Assistive Technologies

3.2.8. Projects and Showcases of ICT for PwD

Training workload

1. Theoretical part (hours): 20 hours

2. Practical part (hours): 19 hours - Direct work with some products and technologies. Simulation activities. Assignments for drafting a person specific plan. Case studies.

3. Assessment (hours): 1 hour

Educational resources

required

1. PC or laptop

2. Multimedia and screen

3. Internet access

4. E-mail account

Learning pathways

1. Face to face: 20 hours

2. E-learning: 10 hours

3. Practice: 10 hours

Previous knowledge

1. To be literate, have basic knowledge on disability and SE.

2. Good communication skills.

3. Good ICT skills.

4. Ability to cooperate with others.

5. Positive attitudes and ability to express empathy towards people with disabilities.

6. Some experience in the field of working with PwD.

Before starting the learning process of that module the following modules should be completed: Module 1, Module 2, Module 5, Module 7

Learning outcomes

Knowledge:

·         Knowledge about information, facts and impact that mainstreaming and digital assistive technologies in the PwD daily life.

·         Knowledge about specific digital assistive technologies related to different types of disabilities and how they support PwD’s education, employment and well-being

·         Knowledge about the challenges and limitations which affects exploitation of particular digital assistive technologies.

Skills:

·         Ability to analyse the need of particular assistive technology.

·         Ability to recommend appropriate solution that suits the needs of the client.

·         Ability to convince the client about the importance of the digital assistive technologies and how they increase the chances for labour inclusion.

·         Ability to explore the compatibility between the mainstream technologies and digital ones.

Attitudes:

·         Raised awareness towards support a positive attitudinal change of PwD towards digital assistive technologies

·         Increased digital inclusion of the people with disabilities towards the indicators of the EU Digital agenda and Europe 2020.

ECVET/ECTS points

ECTS = 1 credit;

ECVET = 5% weight; 

Assessment

Self-assessment test