Rehabilitation counsellors: incorporation of assistive technology device selection and referrals into professional practice.

PURPOSE. The purpose of this study was to determine how well graduates of a rehabilitation counselling master programme were prepared to work with clients in assistive technology (AT) device selection or referral of resources. Specifically, inquiry was conducted as to how graduates have incorporated AT into their professional practice, their level of comfort with exploring AT solutions, and whether they felt additional training was needed. METHODS. The methodology used was an online survey of multiple choice and text boxes sent to rehabilitation counselling graduates. Descriptive statistics and cross tabulations were used to provide the range of responses. Trends were analysed to highlight differences between various factors. RESULTS. Responses indicated that graduates did find the dedicated AT course helpful in learning about the AT process. However, a number of respondents were not comfortable in participating in the AT process and were not incorporating the AT process into their work. CONCLUSIONS. Future studies should explore the role of AT acquisition from the perspective of rehabilitation counsellors and also examine why graduates are not incorporating the AT process. Respondents indicated the need for continuing education and professional development in this area.

Assistive technology education: an online model for rehabilitation professionals.

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.