Module: Assistive Technology & Complex Needs

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Assistive Technology & Complex Needs
Module Code	NS237
School	38
Module Co-ordinator	Semester 1: Deirdre Corby Semester 2: Deirdre Corby Autumn: Deirdre Corby
Module Teachers	Deirdre Corby Kumaresan Cithambaram
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Coursework Only

Description

This module is an introduction to the concept of assistive technology and explores how it can be used to support the person with an intellectual disability and complex needs pursue self-care, educational, vocational and recreational independence. The module explores changing patterns of intellectual disability in addition to specific and complex health and social care needs of people with intellectual disability. The module aims to add to the students understanding of people who may have complex needs and the potential benefits of assistive technology.

Learning Outcomes

1. Define assistive technology
2. Differentiate the various categories of assistive technology
3. Identify how intellectual disability and/or complex needs impacts on functioning and therefore the quality of life of an individual
4. Examine how assistive technology can meet individual needs within different models of community living
5. Examine the steps and procedures involved in implementing an assistive technology device
6. Identify the partnerships required to support people with intellectual disability to meet their potential with a focus on times of transition
7. Argue the ethical considerations for the use of assistive technologies

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Lectures
Tutorial	4	Tutorials
Laboratory	8	Skills in Assistive technology and complex needs
Seminars	4	student lead seminars
Independent Study	85	Independent study time
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Definitions
Define complex needs, assistive technology, quality of life, models of living,

Quality of Life
Discuss quality of life and the impact of disability

Categories
Categories of assistive technology

Models
Disability and participation models

Process
The assistive technology process with a focus on assessment

Legislation
Legislation that impacts on assistive technology use

Teams
Assistive technology team, partnerships, families and carers

Professional Practice
Roles of professional

Communication
Alternative and augmentative communication

Transitions
Times of transition and complex needs

Training
Training and support needs for users and carers

Abandonment
Reasons for abandonment or lack of use of assistive technology

Skills
Skills needed to support people in using assistive technology with a focus on skills training

Ethics
Ethical considerations

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Assignment	100%	Once per semester

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Mosby: 2014, Assistive Technologies: Principles and Practice,
Michael L. Wehmeyer, Ivan Brown, Maire Percy, W.L. Alan Fung and Karrie A. Shogren: 2017, A Comprehensive Guide to Intellectual and Developmental Disabilities, 2nd,
Albert M. Cook and Janice Miller Polgar: 2015, Assistive Technologies: Principles and Practice,
Mosby: 201, Assistive Technologies: Principles and Practice,
Carnaby, Steven; Pawlyn, Jillian: 2009, Profound intellectual and multiple disabilities: nursing complex needs, Wiley-Blackwell, Chichester, West Sussex; Malden, MA,
Elizabeth A. Curtis, Fintan Sheerin: 2019, Leadership for intellectual disability service: motivating change and improvement,
Harris, James C: 2006, Intellectual disability: understanding its development, causes, classification, evaluation, and treatment, Oxford University Press, New York,
Gates, Bob, 1955- editor; Barr, Owen, editor: 2019, Oxford handbook of learning & intellectual disability nursing, 2nd, Oxford University Press, Oxford University Press,
Emerson, Eric: 2014, Health inequalities and people with intellectual disabilities, Cambridge University Press, Cambridge,
Springer, Nicole Piland, editor; Nelson Goff, Briana S., editor: 2018, Intellectual and developmental disabilities: a roadmap for families and professionals, Routledge, New York,
Fearns, Debra, editor; Welch, Jo, editor; Gates, Bob, 1955- editor: 2015, Learning disability nursing at a glance, Wiley Blackwell, Chichester, West Sussex,
Wehmeyer, Michael L., editor: 2017, A comprehensive guide to intellectual and developmental disabilities, Paul H. Brookes Publishing, Co., Baltimore,
Taggart, Laurence, editor; Cousins, Wendy, editor: 2014, Health promotion for people with intellectual and developmental disabilities, Open University Press, Berkshire,

Other Resources

61350, 0, Shaping the Future of Intellectual Disability Nursing in Ireland, https://www.inmo.ie/tempDocs/shaping-the-future-of-intellectual-disability-nursing-in-ireland-2018.pdf,

Programme or List of Programmes

BNID	BSc in Nursing (Intellectual Disability)

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