Assistive Assistive
technology in the technology in the
context of work
context of work
Stages of choosing and Stages of choosing and
integrating technology into integrating technology into
the workplace the workplace
(de Jonge DM, Scherer MJ, Rodge SA, 2007) (de Jonge DM, Scherer MJ, Rodge SA, 2007)
ID the right technology
Acquiring technology for work
Introducing AT into the workplace
Optimizing the use of technology
in the workplace AT users & outcomes
Issues for the AT users in the workplace
Population Population
• Age: Age: 16~65 16~65
• Two primary populations need AT Two primary populations need AT 1. individuals with
1. individuals with disabilities disabilities who are who are
interested in attaining employment e.g., interested in attaining employment e.g.,
SCI, CP, RA…
SCI, CP, RA…
2. individuals
2. individuals who are at high risk for who are at high risk for injury or have been injured while
injury or have been injured while working working and will be reemployed at the company
and will be reemployed at the company they were with before the injury e.g., they were with before the injury e.g.,
musculoskeletal disorder (CTS, LBP…)
musculoskeletal disorder (CTS, LBP…)
Vocational activities that Vocational activities that
can be aided by AT can be aided by AT
• Communication Communication
• Manipulation Manipulation
• Mobility Mobility
• ADL in the context of work ADL in the context of work
Communication Communication
• Interacting with others: Interacting with others: AAC AAC
• Using phone: Using phone: PC +headphone; low-tech PC +headphone; low-tech AT to facilitate grasping of the phone
AT to facilitate grasping of the phone
• Reading: Reading: Electrically powered page Electrically powered page turner;
turner; 擴視機 擴視機
• Writing: Writing: Handwriting recognition Handwriting recognition program (
program ( 手寫板 手寫板 ), speech recognition, ), speech recognition,
modified pen modified pen
Manipulation Manipulation
• Anything to do with handling of Anything to do with handling of material e.g., filing, sorting,
material e.g., filing, sorting,
assembling, lifting & moving objects, assembling, lifting & moving objects, and using office machine (copier, fax) and using office machine (copier, fax)
• “ “ Paperless Office”: Paperless Office”: use of electronic use of electronic files
files
• Personal assistant, modified controls Personal assistant, modified controls on office equipment
on office equipment
Electronic Filing System
Electronic Filing System
Mobility Mobility
• Activities that involve personal movement to & Activities that involve personal movement to &
from the worksite & within the work place from the worksite & within the work place
• Need to think: Need to think:
a. what m’t are required a. what m’t are requiredb. when the c’t lacks these m’t, what b. when the c’t lacks these m’t, what
alternative methods are availablealternative methods are available
• To & from the worksite To & from the worksite (Significant barrier!!) (Significant barrier!!) - Public transportation: w/c accessible
- Public transportation: w/c accessible - Private transportation: modified vehicle - Private transportation: modified vehicle
(costly) (costly)
(finding accessible & close parking space)
(finding accessible & close parking space)
Mobility Mobility
• Within the work place Within the work place
- if the person can enter & exit the - if the person can enter & exit the
building safely (emergency) building safely (emergency)
- postural alignment and proper positiong - postural alignment and proper positiong
- free from pain and fatigue - free from pain and fatigue
(modification) (modification)
- be able to perform pressure relief - be able to perform pressure relief
activities if needed
activities if needed
ADLs in the context of work ADLs in the context of work
• Activities – going to the bath room, Activities – going to the bath room, taking medication, and eating meals taking medication, and eating meals
• Physical requirement: accessible Physical requirement: accessible restroom
restroom
• Time: additional time for toileting Time: additional time for toileting - A flexible schedule with time off - A flexible schedule with time off
during the workday
during the workday
Reasonable Reasonable
Accommodation Accommodation
• The barriers in the workplace may be The barriers in the workplace may be physical or maybe procedures or rules physical or maybe procedures or rules
(when work is performed or when breaks (when work is performed or when breaks
are taken) are taken)
• Reasonable accommodation Reasonable accommodation is is “
“ any modification or adjustment to the work any modification or adjustment to the work environment that will enable a qualified
environment that will enable a qualified applicant or employee with disability to applicant or employee with disability to
participate in the applicatioon process or to participate in the applicatioon process or to
perform essential job functions.”
perform essential job functions.”
General types of reasonable General types of reasonable
accommodation that an accommodation that an
employer may need to employer may need to
provide...(1) provide...(1)
• Making existing facilities readily Making existing facilities readily
accessible (ramp, modified restroom) accessible (ramp, modified restroom)
• Job restructuring (alter when or how a Job restructuring (alter when or how a function is performed by reallocating function is performed by reallocating
or redistributing marginal job function) or redistributing marginal job function)
• Modified or part-time schedule Modified or part-time schedule
• Acquiring or modifying equipment Acquiring or modifying equipment (e.g., head mouse)
(e.g., head mouse)
General types of reasonable General types of reasonable
accommodation that an accommodation that an
employer may need to employer may need to
provide...(2) provide...(2)
• Providing qualified readers or Providing qualified readers or
ineterpreters (e.g., sigh language ineterpreters (e.g., sigh language
interpreter for the hearing impaired interpreter for the hearing impaired
person) person)
• Modified work place policies (e.g., fridge Modified work place policies (e.g., fridge for medicine)
for medicine)
• Modified examination, training ... Modified examination, training ...
(extended exam time or using software (extended exam time or using software
for LD) for LD)
Mutidisplinary Mutidisplinary
• Customer Customer
• Vocaional rehabilitation conselor Vocaional rehabilitation conselor 職業復建諮 職業復建諮 商員 商員
• Vocational evaluator Vocational evaluator 職評人員 職評人員
• Therapy services (OT, PT, SLP…) Therapy services (OT, PT, SLP…)
• Rehabilitation engineer Rehabilitation engineer
• Employer, supervisor Employer, supervisor
• Fellow employees (if the workstation is Fellow employees (if the workstation is shared)
shared)
Case study
Case study
（ 引自（ 引自 McBroom McBroom Shindell,
Shindell,
＆＆ Elston, 1997 Elston, 1997
））
•
個案：安迪，
個案：安迪， 19 19 歲，高中生，嚴重視障。他的 歲，高中生，嚴重視障。他的 父母希望他進大學就讀，但他自已希望能進入職 父母希望他進大學就讀，但他自已希望能進入職
場工作。安迪被學校的輔導老師（
場工作。安迪被學校的輔導老師（ school school counselor
counselor ）轉介給職業復建諮商員 ）轉介給職業復建諮商員
（ （ vocational vocational rehabilitation counselor rehabilitation counselor ）。 ）。
復建諮商師受理案件後，將安迪交給職評人員 復建諮商師受理案件後，將安迪交給職評人員
（ （ evaluator evaluator ）做進一步評估。因為安迪表示 ）做進一步評估。因為安迪表示 他對用手操作的工作有興趣，職評人員於是針對 他對用手操作的工作有興趣，職評人員於是針對
此點做進一步心理測驗。
此點做進一步心理測驗。
Case study Case study
• 1. 1. 心理測驗 心理測驗
（ （ 1 1 ） ） Wide Range Achievement Wide Range Achievement
Test Test （ （ WRAT3 WRAT3 ），得知閱讀和數學能力。（安迪 ），得知閱讀和數學能力。（安迪 的閱讀能力為
的閱讀能力為 8. 5 8. 5 年級程度，數學為 年級程度，數學為 7. 5 7. 5 年級程度 年級程度
— — 延長測驗時間。） 延長測驗時間。）
（ （ 2 2 ） ） Minnesota Importance Questionnaire Minnesota Importance Questionnaire 。 。 測安迪的語言能力，得知他的語言能力可在工廠的環 測安迪的語言能力，得知他的語言能力可在工廠的環 境中勝任。
境中勝任。
Case study Case study
• 2. 2. 手的靈活度 手的靈活度
（ （ 1 1 ） ） Purdue pegboard Purdue pegboard
（ （ 2 2 ） ） Pennsylvania Bi-manual Work Pennsylvania Bi-manual Work Sample
Sample ，來了解安迪的兩手靈活度。結果發 ，來了解安迪的兩手靈活度。結果發 現安迪的兩手靈活度佳且在不斷練習後，手部 現安迪的兩手靈活度佳且在不斷練習後，手部
靈活度增加。
靈活度增加。
• 3.Singer 3.Singer Vocational Vocational Evaluation System Evaluation System 來測量安迪工作的品質及是否能及時完成。
來測量安迪工作的品質及是否能及時完成。
• 經過以上的評估後，職評人員了解安迪的手部靈活度佳而且經過以上的評估後，職評人員了解安迪的手部靈活度佳而且 安迪對此類工作的興趣很高，所以職評人員打算為安迪製作 安迪對此類工作的興趣很高，所以職評人員打算為安迪製作
一個裝配釣魚線的工作樣本（
一個裝配釣魚線的工作樣本（ work samplework sample ）以當地的一）以當地的一 家生產釣魚用具的工廠為例。在這個工作樣本中所使用的工 家生產釣魚用具的工廠為例。在這個工作樣本中所使用的工 具、材料和步驟都和真實工廠中的一樣。經練習後發現安迪 具、材料和步驟都和真實工廠中的一樣。經練習後發現安迪
的工作品質佳，但 完成時間稍慢，但經一段時間後，他的 的工作品質佳，但 完成時間稍慢，但經一段時間後，他的
速度增加，且安迪非常能遵從指導語的提示。最重要的是安 速度增加，且安迪非常能遵從指導語的提示。最重要的是安 迪表示他對這樣的工作很有興趣且願意在當地的工廠工作。
迪表示他對這樣的工作很有興趣且願意在當地的工廠工作。
最後安 迪在工作教練（
最後安 迪在工作教練（ job coachjob coach ）的陪同下到工廠工作）的陪同下到工廠工作 三星期。他的表現使職評人員相信安迪足以勝任此種工作。
三星期。他的表現使職評人員相信安迪足以勝任此種工作。
除此之外，專業人員也安排了家庭諮商師使安迪的父母接受 除此之外，專業人員也安排了家庭諮商師使安迪的父母接受
事實。最後 安迪如願以償，在當地一家生產釣魚用具的工 事實。最後 安迪如願以償，在當地一家生產釣魚用具的工
廠工作，而他的父母不但接受且給予鼓勵。
廠工作，而他的父母不但接受且給予鼓勵。
