A survey of the assistive technology experience of older adults in Tompkins County, NY.

Purpose: To understand the assistive product (AP) related needs, unmet needs, demands and barriers of older adults (OA) this study addresses older adults in Tompkins County, NY.

Methods: This quantitative cross-sectional descriptive research study used the World Health Organization's rapid Assistive Technology Assessment (rATA). A convenience sample of adults 65 or older in Tompkins County, NY.

Assistive technology and specific learning disability: A case report.

Specific Learning Disability is an educational category within special education that identifies an impairment area such as reading, writing, or math despite a student's intelligence. Individualized Education Plan teams address learning disabilities with educational interventions and accommodations. One accommodation for students with a specific learning disability is assistive technology.

Parenting with a disability: exploring the satisfaction and efficacy of the PediaLift wheelchair accessible crib.

Purpose: Parents with disabilities face many challenges in fulfilling their daily roles. Previous literature has shown that assistive technology (AT) can be a viable solution to help an individual with a disability participate in everyday roles. Although AT can increase ability of parents with disabilities to care for their children, there are many barriers that prevent them from getting the AT that they need.

How college students diagnosed with anxiety disorders and/or depression use everyday technology.

Anxiety disorders and/or depression are the most frequently diagnosed mental health problems (MHP) among American college students. Everyday technology (EDT) is being used with those who have MHP to help them cope with the mental/cognitive disabilities arising from having anxiety and/or depression. Deveau investigated the types of EDT students with MHP use to manage their roles as college students.

Assistive technology and people: a position paper from the first global research, innovation and education on assistive technology (GREAT) summit.

Assistive technology (AT) is a powerful enabler of participation. The World Health Organization's Global Collaboration on Assistive Technology (GATE) programme is actively working towards access to assistive technology for all. Developed through collaborative work as a part of the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit, this position paper provides a "state of the science" view of AT users, conceptualized as "People" within the set of GATE strategic "P"s.

A call for sustainable practice in occupational therapy.

Background: The ability of the earth to sustain health among humans and in the natural world is under threat from overpopulation, environmental degradation, and climate change. These global threats are anticipated to harm health and human occupation in many direct and indirect ways. Strategies are needed to mitigate the effects of these threats and to build individual and community capacities to foster resilience.

Integrating disability studies concepts into occupational therapy education using service learning.

This article describes an occupational therapy educational program's experience with service-learning courses that has fostered student learning about service to the community and disability as a multidimensional construct. Faculty-reflective perspectives about disability and ways to enhance learning about disability as a human experience are presented as an important consideration for health care education curriculum design and course development. Through review of educational evaluation described in research on service learning, the authors used a multi-method assessment matrix to capture students' perspectives on their service learning.

Assistive technology education needs of allied health professionals in a rural state.

A nonexperimental design using a mailed questionnaire was used to answer five questions regarding allied health practitioners: What (1) present skills, (2) knowledge and (3) assistive technology (AT) competence do allied health practitioners have; what are (4) the AT skills and knowledge that allied health practitioners would like to obtain; and (5) how would these practitioners like to have AT education provided. More than two thirds of the subjects reported having nonexistent or foundational knowledge in most of the AT areas. Additionally, more than 50% of the respondents had a moderate or significant need for information in most areas of AT.