Assistive Technology education: an online model for rehabilitation professionals

Abstract

Purpose : A model for delivering Assistive Technology (AT) education is described in the context of an online masters degree in rehabilitation counselling, demonstrating the integration of content and process in an interactive format. Method : Data collected from course activities and assignments were examined to identify ways in which 120 students from 18 US states responded to and interacted with the information and how they applied the course content to their jobs as rehabilitation professionals. A qualitative research design was used to identify themes to add to the understanding of issues associated with learning about AT in an online format. Results : Critical components of the course identified from the data analysis included: increased awareness, skills, confidence, and immediate application to own job responsibilities; interaction with instructors and peers; access to resources and expertise; value-based practices; and participation on interdisciplinary teams. These themes were consistent across all six groups of students enrolled in the participating three rehabilitation regions. Conclusions : Online education can be an effective medium for teaching practicing rehabilitation professionals how to provide person-centred AT services to people with disabilities. The content must drive the technology; the process must be student-driven; and the interaction must address individual learning styles and promote lifelong learning.