Determining the vocational competencies required to deliver community-based rehabilitation and inclusive development services in India

References

• Helander E. The origins of community-based rehabilitation. Asia Pac Disab Rehabil J. 2007;18:3–32.
   Google Scholar
• International Labour Organization (ILO), United Nations Educational, Scientific and Cultural Organization (UNESCO), and the World Health Organization (WHO). CBR: A strategy for rehabilitation, equalization of opportunities, poverty reduction and social inclusion of people with disabilities. Joint Position Paper. Geneva (Switzerland): WHO; 2004.
   Google Scholar
• WHO. World report on disability. Geneva (Switzerland): WHO; 2011.
   Google Scholar
• UN. Transforming our world: the 2030 agenda for sustainable development. New York (NY): United Nations; 2015.
   Google Scholar
• WHO. Capturing the difference we make: community-based rehabilitation indicators manual. Geneva (Switzerland): WHO; 2015.
   Google Scholar
• Srivastava AK, Baipai P. Community-based rehabilitation: the Indian perspective. WFOT Bulletin. 2005;52:39–44.
   Google Scholar
• Ministry of Social Justice and Empowerment. National policy for persons with disabilities. Government of India; 2006.
   Google Scholar
• UN. Convention on the rights of persons with disability. Geneva (Switzerland): UN; 2008.
   Google Scholar
• WHO, UNESCO, ILO & IDDC. CBR guidelines: towards community-based inclusive development. Geneva (Switzerland): WHO; 2010.
   Google Scholar
• Mannan H, MacLachlan M, McAuliffe E. The human resources challenge to community-based rehabilitation; the need for a scientific, systematic and coordinated global response. DCID. 2012;23:6–16.
   Google Scholar
• Helander E, Mendis P, Nelson G, et al. Training in the community for people with disabilities. Geneva (Switzerland): WHO; 1989.
   Google Scholar
• WHO. The international classification of functioning, disability and health (ICF). Geneva (Switzerland): WHO; 2001.
   Google Scholar
• Lang R. Community-based rehabilitation and health professional practice: developmental opportunities and challenges in the global North and South. Disabil Rehabil. 2011;33:165–173.
   PubMed Web of Science ®Google Scholar
• Wirz S, Chalker P. Training issues in community-based rehabilitation in South Asia. Asia Pac Disab Rehabil J. 2002:Series 2:111–127.
   Google Scholar
• Cornielje H, Tsengu D. Equipping professionals with competencies to better support persons with disabilities. In: Iriarte EG, McConkey R, Gilligan R, editors. Disability and human rights: Global perspectives. London (UK): Palgrave; 2016. 246–258.
   Google Scholar
• Sharma M, Deepak S. An inter-country study of expectations, roles, attitudes, and behaviours of community-based rehabilitation volunteers. Asia Pac Disab Rehabil J. 2003;14:179–190.
   Google Scholar
• Tyagi S. The TVET scenario & challenges of SAARC nations. In: Okolie UC, Yasin AM, editors. TVET in developing nations. Hershey (PA): IGI; 2017.
   Google Scholar
• Mulder M. Competence theory and research: A synthesis. In: Mulder M, editor. Competence-based vocational and professional education: Bridging the Worlds of Work and Education. Cham (Switzerland): Springer; 2017. 1071–1106.
   Google Scholar
• Griffin P, Gillis S. A multi-source measurement approach to assessment of higher order competencies. Paper presented at the British Educational Research Association Conference; 2000 Sep 7–10; Cardiff University.
   Google Scholar
• National Training Board (NTB). National competency standards: Policy and guidelines. Canberra (Australia): National Training Board; 1992.
   Google Scholar
• Hager P. The integrated view on competence. In: Mulder M, editor. Competence-based vocational and professional education. Dordrecht (The Netherlands): Springer; 2017. 203–228.
   Google Scholar
• Masters GN. Standards and assessment for students and teachers: A developmental paradigm. Melbourne (VIC): Incorporated Association of Registered Teachers of Victoria; 1998.
   Google Scholar
• Australian Institute for Teaching and School Leadership (AITSL). Australian professional standards for teachers. Canberra (Australia): Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA); 2001.
   Google Scholar
• Department of Education and Training (DE&T) Victoria. The developmental learning framework for school leaders. Melbourne (VIC): DE&T; 2007.
   Google Scholar
• Schubert R, et al. Investigating quality teaching in the Victorian VET sector. LH Martin Institute. Melbourne (VIC): Centre for Vocational and Educational Policy; 2017.
   Google Scholar
• Nicholson K. Assessing manutention skill: The AAMP standards referenced assessment system: a report on a research project that developed and validated an assessment system for manual handling skills. Woodend (VIC): Integrated Health Systems International; 2007.
   Google Scholar
• Vygotsky L. Mind in society: the development of higher psychological processes. Cambridge (MA): Harvard University Press; 1978.
   Google Scholar
• Krajcik J. Learning progressions provide road maps for the development and validity of assessments and curriculum materials. Measurement: Interdis Res Persp. 2011;9:155–158.
   Google Scholar
• Gale L. Supporting motor learning in the classroom for students with motor performance needs. In: Griffin P, Woods K, editors. Understanding students with additional needs as learners. Cham (Switzerland): Springer; 2020. p. 157–184.
   Google Scholar
• Rasch G. Probabilistic models for some intelligence and attainment tests. Chicago (IL): The University of Chicago Press; 1980.
   Google Scholar
• Wright BD, Stone MH. Best test design. Chicago (IL): MESA Press; 1979.
   Google Scholar
• Dalkey NC. The Delphi method: an experimental study of group opinion. Santa Monica (CA): The Rand Corporation; 1969.
   Google Scholar
• Hsu C, Sandford BA. The Delphi technique: making sense of consensus. Prac Assess, Res Eval. 2007;12:1–8.
   Google Scholar
• Glaser R. The future of testing: research agenda for cognitive psychology and psychometrics. Am Psych. 1981;36:923–926.
   Web of Science ®Google Scholar
• Dreyfus HL, Dreyfus SE. Mind over machine: The power of human intuition and expertise in the era of the computer. New York (NY): Free Press; 1986.
   Google Scholar
• Bloom BS, editor. Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York (NY): McKay; 1956.
   Google Scholar
• Krathwohl DR, Bloom Bs Masia BB. Taxonomy of educational objectives: the classification of educational goals. Handbook II: affective domain. New York & London: Longman; 1964.
   Google Scholar
• Griffin P. The comfort of competence and the uncertainty of assessment. St Ed Eval. 2007;33:87–99.
   Google Scholar
• Griffin P, Francis M, Robertson P. Guttman analysis. In: Griffin P, editor. Assessment for teaching. 2nd ed. Melbourne (VIC): CUP; 2018. 198–246.
   Google Scholar
• Fox C. An introduction to the partial credit model for developing nursing assessments. J Nurse Ed. 1999;18:340–346.
   Google Scholar
• Cayetano RDA, Elkins J. Community-based rehabilitation services in low and middle-income countries in the Asia-Pacific region: Successes and challenges in the implementation of the CBR matrix. DCID. 2016;27:112–127. J
   Google Scholar
• Deimling Johns LD, Power J, MacLachlan M. Community-based mental health intervention skills: Task shifting in low- and middle-income settings. Int Persp Psych. 2018;7:205–230.
   Google Scholar
• Jesus T, Landry MD, Dussault G, et al. Classifying and measuring human resources for health and rehabilitation: Concept design of a practices- and competency-based international classification. Phys Ther. 2019;99:396–405.
   PubMed Web of Science ®Google Scholar
• Kuipers P, Cornielje H. Alternative responses to the human resource challenge for CBR. DCID. 2013;23:17–23.
   Google Scholar
• Lorenzo T, van Pletzen E, Booyens M. Determining the competences of community-based workers for disability-inclusive development in rural areas of South Africa, Botswana, and Malawi. Rural Rem Health. 2015;15:2919.
   PubMed Web of Science ®Google Scholar
• Cornielje H, van Ek V, Sturm T, et al. Community-based rehabilitation: Timor-Leste diploma course. The Netherlands: Enablement; 2012.
   Google Scholar
• Kusuwu P, Myezwa H, Pilusa S, et al. A systematic review to identify system-related elements that can be used to evaluate community-based rehabilitation (CBR) programmes. Eur J Physio. 2017;19:41–46.
   Google Scholar
• O'Dowd J, MacLachlan M, Khasnabis C, et al. Towards a core set of clinical skills for health-related community-based rehabilitation in low- and middle-income countries. DCID. 2015;26:5–43.
   Google Scholar
• Chappell P, Lorenzo T. Exploring capacity for disability-inclusive development. In: Lorenzo T, editor, Marrying community development and rehabilitation: reality or aspiration for disabled people? South Africa: Disability Innovations Africa; 2012. p. 5–35.
   Google Scholar
• Rule S. Training CBR personnel in South Africa to contribute to the empowerment of persons with disabilities. DCID. 2013;24:6–21.
   Google Scholar
• Cornielje H, Veldman E, Boersma M. The dream of inclusion for all: Powerful CBR training materials. The Netherlands: Enablement; 2011.
   Google Scholar
• Light for the World. CBR training manual. 2010 [accessed 2020 Aug 1]. Available from: https://www.light-for-the-world.org/downloads/education
   Google Scholar
• Magallona MLM, Datangel JP. The community-based rehabilitation programme of the University of the Philippines Manila, College of Allied Medical Professions. DCID. 2012;22:39–61.
   Google Scholar
• Kyngäs H. Inductive content analysis. In: Kyngas H, Mikkonen, H, Kaariainen M, editors. The application of content analysis in nursing science research. Cham (Switzerland): Springer; 2020.
   Google Scholar
• Deepak S, Kumar J, Ortali F, et al. CBR matrix and perceived training needs of CBR workers: a multi-country study. DCID. 2011;22:85–98.
   Google Scholar
• Gilmore B, MacLachlan M, McVeigh J, et al. A study of human resource competencies required to implement community rehabilitation in less resourced settings. Hum Resour Health. 2017;15:70–84.
   PubMed Web of Science ®Google Scholar
• Griffin P, Gillis S, Calvitto L. Connecting competence and quality. Melbourne (VIC): Assessment Research Centre, Uni Melbourne; 2004.
   Google Scholar
• UNESCO. International standard classification of education ISCED 2011. Montréal (QC): UNESCO Institute of Statistics; 2012.
   Google Scholar
• Sharma U. Teaching in inclusive classrooms: changing heart, head, and hands. Bangladesh Ed J. 2011;10:7–18.
   Google Scholar
• Wu ML, Tam HP, Jen T. Educational measurement for applied researchers: theory into practice. Singapore: Springer Nature; 2016.
   Google Scholar
• Shepard L. Learning progressions as tools for assessment and learning. App Measurement Educ. 2018;31:165–174.
   Web of Science ®Google Scholar
• Sturing L, Biemans H, Mulder M, et al. The nature of study programs in vocational education. Vocat Learn. 2011;4:191–210.
   Web of Science ®Google Scholar