DDSKills Course Units and Topics
Unit 1: New Technologies
- Topic 1: Assistive Technologies and Aids
- Topic 2: Smart Home
- Topic 3: Robotics in the Health and Social Care System
- Topic 4: Green ICT
- Topic 5: Augmented and Virtual Reality
- Topic 6: Brain Computer Interfaces
Learning Outcomes
|
In terms of knowledge:
|
- Explain the concept of the International Classification of Functioning, Disability and Health (ICF) via the ICF model
- Contrast the terms “Assistive Technology” (AT) and “Assistive Product” (AP)
- Tell the difference between low-tech, mid-tech and high-tech AT
- Name specific solutions for vision, hearing, mobility, communication and cognitive impairments
- Illustrate the possibilities of Ambient Assisted Living (AAL) applications
- Name specific legal requirements of accessibility
- Contrast accessible and universal design
- List factors that influence AT acceptance
- Recall legal basis of data protection
- Explain the impact of participatory design on usability
- Name main characteristics of smart home
- Relate the term smart home to the concept of Ambient Assisted Living (AAL)
- Name smart home devices from different categories
- Recall benefits and concerns of smart home
- Label main ways of financing smart home devices
- Name fields of robotic application in the health and social care sector
- Summarize in which ways robotics can support caregivers
- Recall robotic solutions for people with disabilities or functional decline
- Tell about the challenges of robotic implementation in private homes and institutions
- Describe the architecture of Internet of Things (IoT) solutions
- Recall the most common techniques applied to sensors to reduce their power consumption
- Name the basic wireless communication protocols and the differences between them.
- Define and describe Virtual Reality
- Define and describe Augmented Reality
- Describe the skills that can be taught using AR and VR.
- Outline the advantages of using AR and VR when teaching persons with disabilities.
- Describe the main parts of a VR headset
- Describe the different AR/MR devices
- Explain the differences between VR, AR and Mixed Reality Applications (Types of interactions, limitations, etc).
- Name the main characteristics of Brain-Computer Interface
- Define different methods of brain activity recording
- Define different applications of BCIs
- Summarize in which ways BCI can support individuals with motor disabilities
- Describe the User centered design (UCD) cycle in developing a BCI
|
| |
|
In terms of skills:
|
- Identify Assistive Technology (AT) for specific use cases on EASTIN
- Analyze the process of assistive product provision in their own country
|
- Utilize a programme to check a website for accessibility
- Apply guidelines of accessibility on their own web pages
- Develop how digital health applications and services influence the AT market
- Examine factors of AT acceptance for a specific use case
- Apply the MEESTAR as a method to discuss ethical values in specific situations
- Develop simplified explications to explain the concept smart home to clients
- Identify possible smart home devices clients could benefit from
- Estimate the likelihood of financing a smart home device privately or publicly
- Discuss the use of smart home in one’s own profession
- Categorize robotic systems according to their usage
- Identify advantages and disadvantages in robotics for rehabilitation
- Identify ethical factors that are relevant when implementing robotics
- Analyze factors that influence the acceptance of robotic devices
- Analyze the power consumption of an IoT device based on its characteristics.
- Apply specific settings to an IoT device to consume less power.
- Identify when a device needs a gateway (e.g mobile phone) to send data to a server.
- Identify important considerations for persons with disabilities when using VR and AR.
- Distinguish between VR and AR/MR Equipment
- Setup VR equipment
|
|
In terms of attitudes:
|
- Evaluate the possibilities of AT provision for a person’s participation in society
- Discuss advantages and disadvantages for a specific AT device
- Estimate acceptance factors that could influence AT application in a given situation
- Evaluate ethical issues and legal requirements
- Develop an opinion on smart home according to one’s own profession
- Assess ethical concerns of smart home
- Assess legal concerns of smart home
- Evaluate specific robotic solutions for individual situations
- Estimate the current state of robotic solutions to support individuals and institutions
- Develop an opinion in which cases robotic devices should be implemented
- Evaluate different IoT solutions and select the ‘greener’ ones of those addressing their needs
- Critically appraise the use of VR, AR, and MR by persons with disabilities to learn important skills.
- Compare the use of AR and VR to facilitate learning.
- Run VR and AR/MR applications with beneficiaries effectively and evaluate their performance.
- Manage and supervise other trainers in the use of VR and AR equipment and guide them to the application of respective applications with the beneficiaries.
|
Unit 2: Self-Advocacy, Technology Acceptance and Ethical Issues
- Topic 1: What Self-Advocacy Is
- Topic 2: Self-Awareness
- Topic 3: Communication
- Topic 4: Rights
- Topic 5: Use of Augmented Reality in Self-Advocacy Training
- Topic 6: Self-Advocacy Scenarios
Learning Outcomes
|
In terms of knowledge
- Define self-advocacy
- Define the core components of self-advocacy
- List the main outcomes of self-advocacy
- Explain self-advocacy to people, including people with intellectual disabilities
- Illustrate the main components of self-advocacy to people, including people with intellectual disabilities
- List and compare technological resources useful to self-advocacy activities
In terms of skills:
- Take part in self-advocacy initiatives
- Develop self-advocacy related activities
- Apply the knowledge acquired to particular contexts Identify realistic individual and group’s goals
- Choose some technological resources to be used in self-advocacy training
In terms of attitudes:
- Choose to be open to people with disabilities needs, wishes, expectations and hopes
- Develop awareness of the need to set realistic goals
- Support people with intellectual disabilities in their path towards self-determination
- Design self-advocacy activities and role-playing scenarios
- Assess the pros and cons of some technological resources in training
|
|
|
Unit 3: Social Networks’ Development
- Topic 1. E-Social Networks Friendly for PWD (Persons With Disabilities)
- Topic 2. The Practical Methods and Tools to Get Involved to E-Social Networks
- Topic 3. Safety and Ethic on E-Social Networks
Learning Outcomes
| |
In terms of knowledge:
Theoretical Knowledge on Social Networks:
- define concept and principles of Natural Social Networks.
- interpret the Philosophy and Values of Social Networks.
- set a goal for the development of social networks for PWD.
- define the roles of the persons involved in Social Networks.
- define the Liaisons and their Role in the Network.
- interpret the concept of the Circle of Friends.
- illustrate the procedures for the creation and maintenance of social networks.
Theoretical Knowledge on E- Social Networks:
- infer how to adapt the existing E-communication tools to the needs of PWD (Person with disabilities)
- discuss the methods and tools of how to teach the PWD to use E-communication tools.
- compare the difference between digital and real social networks.
Factual Knowledge on Social Networks:
- define the term “Social Network”.
- support the person with disabilities on social networks. help to maximize the Social Network of a PWD.
- model the key roles of PWD involved in social networks are.
- identify the benefits that persons with disabilities and their families reap from the existence of a social network.
- adopt the techniques on how to help PWD to be involved in maintaining a Social Network.
Factual Knowledge on E-Social Networks:
- interpret one-way digital social interaction.
- illustrate the key trends in how digital social relationships can reflect real social networks.
- list the basic techniques to help PWD to enjoy digital social networking.
- select methods that help PWD maintain digital social connections.
- customize security measures for personal information of PWD.
- compare appropriate and inappropriate actions in digital social networks (language, attitude, etc.).
- infer benefits and threats of digital social networks.
In terms of skills:
- Cognitive Skills on Social Networks: distinguish the characteristics, needs, and wishes of persons with disabilities.
- evaluate the safety of each PWD when using the Social Networks.
- analyse common traps.
- categorize good and bad behaviour examples on the net.
- help the PWD to defend his/her identity online.
- develop criteria for ethic in the net for each individual service user.
- help the PWD to predict mobbing in the net.
Practical Skills on Social Networks:
- help PWD to design social networks.
- support the Social Network of PWD by employing the appropriate techniques.
Practical Skills on E-Social Networks:
- compose step by step E2R guide/ animated movies for person with intellectual disabilities how to use existing Social networks.
- help PWD to reduce his/her social isolation.
In terms of attitudes:
- evaluate the needs, wishes, and abilities of person with disabilities.
- plan procedures for the creation and maintenance of social networks.
- compile a list with the actions that a Social Network member can carry out.
- compile a list that contains the potential difficulties which may encounter as proceed to the creation of a Social Network for persons with disabilities.
|
Unit 4: Therapeutic Role Playing
- Topic 1: Therapeutic Role Playing
- Topic 2: Social Skills, Life Skills and the Importance of Self-Regulation
- Topic 3: Virtual and Augmented Reality. Ethical Challenges.
Learning Outcomes
|
In terms of knowledge:
- Define what role- playing is.
- Demonstrate the benefits of role- playing.
- Illustrate the guidelines in developing role- playing exercises.
- List examples of role- playing exercises. Name the techniques of role- playing.
- Illustrate the connection between role- playing and digital technology.
- Show the multi- media (applications, computer etc. ).
- Why technological devices are important for PWD?
- What kind of abilities is reinforced in association with technology?
- Classify the Knowledge in regard of new assistive technologies.
- What is Virtual and what Augmented Reality?
- Explain what “social skills” means and how important is for PWD.
- Demonstrate the “Current training methods” for social interaction skills.
- Illustrate the “Benefits of Virtual and Augmented Reality combined with physical manipulatives”.
In terms of skills:
- Build effective scenarios, case studies, and role plays.
- Identify what skills can be developed by using role- playing.
- Discover in which areas of social skills the PWD needs help.
- Select the best techniques of Therapeutic Role Playing (TRP) in order to educate the PWD.
- Organize the apps and toolkits of virtual and augmented reality that could be helpful for PWD.
- Examine the pros and cons of using virtual and augmented reality.
In terms of attitudes:
- Assess the benefits of TRP.
- Justify the effectiveness of TRP.
- Combine activities in order to better educate a PWD.
- Deduct factors of real-life activities that could frustrate the PWD.
- Test which app or toolkit is appropriate for a number of difficulties.
- Combine different social skills in order to achieve the best result for PWD.
- Estimate the wishes, the abilities and the needs of people with disabilities.
|