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.



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