輔助性科技服務模式之探討
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Date
2007-01-01
Authors
吳亭芳
陳明聰
王曉嵐
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Abstract
輔助性科技可以讓身心障礙學生不受到原有生理或心理機能損傷或障礙之限制，仍然可以參與學習的活動。輔助性科技要能發揮其功能，除提供個案設備之外，還必須考慮提供相關的訓練及服務。輔助性科技服務模式就是為了引導專業團隊實踐完善服務，提昇輔助科技設備介入成效而發展。本文將整理國外常見的輔助性科技服務模式，並分析比較模式間的異同，作為日後發展本土化輔助性科技服務模式的參考。
Assistive technology (AT) enabled students with disabilities bypass their physical or psychological disabilities to participate in their learning activities. Assistive technology included both AT devices and related services. In order to enhance the effectiveness of AT services, several service delivery models had been developed to guide health and educational professions to implement their practices. The purpose of this paper was to describe and compare 6 AT service delivery models, which were (1) Matching Person and Technology (MPT) Model; (2) Student, Environment, Task, and Tool (SETT) Frame; (3) Human Activity Assistive Technology (HAAT) Model; (4) Education Tech Points; (5) Human Function Model; and (6) International Classification of Functioning, Disability, and Health Model.
Assistive technology (AT) enabled students with disabilities bypass their physical or psychological disabilities to participate in their learning activities. Assistive technology included both AT devices and related services. In order to enhance the effectiveness of AT services, several service delivery models had been developed to guide health and educational professions to implement their practices. The purpose of this paper was to describe and compare 6 AT service delivery models, which were (1) Matching Person and Technology (MPT) Model; (2) Student, Environment, Task, and Tool (SETT) Frame; (3) Human Activity Assistive Technology (HAAT) Model; (4) Education Tech Points; (5) Human Function Model; and (6) International Classification of Functioning, Disability, and Health Model.