HANDS-ON, CHILD–CENTERED, INTERDISCIPLINARY TEAM DESIGN, FABRICATION, AND TESTING OF ADAPTIVE TECHNOLOGY

 描述(由申请者提供)：该计划的最终目标是通过一门真正的多学科设计课程提供培训，在该课程中，北佛罗里达大学的工程学学生和物理治疗师学生共同设计、制造和测试针对发育障碍儿童的姿势控制、行动能力、社会参与和生活质量的适应性技术。作为本课程的一部分，学生将更多地了解不同学科在儿科应用的先进康复技术开发中的不同角色和贡献。该计划将通过实践、跨专业和翻译设计体验加强学生的培训，专注于满足临床和社区需求的完整工作原型。该计划的具体目标是：(1)识别和描述针对各种发育障碍的功能限制的各种辅助技术解决方案。(2)培养Sklls作为多学科团队的成员，包括在临床观察期间进行跨学科的有效沟通和“以人为本”的语言、行为和敏感度 客户。(3)利用以家庭为中心的功能方法来确定、制定和解决工程问题，以评估辅助技术需求，包括适用于少数民族和文化少数群体的文化独特性。(4)了解与提供辅助技术设备和服务相关的专业身份与客户互动的专业、法律和道德责任。(5)描述用于开发产品概念、规格、原型、测试和辅助技术成品制造的过程。(6)比较和对比工程与康复理论与实际的差距。

 DESCRIPTION (provided by applicant): The end goal of the proposed program is to provide training through a truly multidisciplinary design course where engineering students and physical therapist students at the University of North Florida work together to design, fabricate, and test adaptive technology targeting postural control, mobility, social participation, and quality of lifefor children with developmental disabilities. As part of this program students will gain an increased appreciation of the diverse roles and contributions from different disciplines in the context of advanced rehabilitation technology development for pediatric applications. This program will enhance students training through a hands-on, interprofessional, and translational design experience focused on complete working prototypes that meet clinical and community needs. The specific program aims are: (1) To identify and describe various assistive technology solutions for functional limitations for a variety of developmental disabilities. (2) To develop sklls to function as a member of a multidisciplinary team including effective communication across disciplines and "people first" language, behavior and sensitivity during clinical observations with clients. (3) To identify, formulate, and solve engineering problems utilizing a family-centered functional approach to the assessment of assistive technology needs including cultural uniqueness as applied to ethnic and cultural minorities. (4) To understand the professional, legal, and ethical responsibility of interacting with a client in a professional capacity related t providing assistive technology devices and services. (5) To describe the process utilized to develop product concepts, specifications, prototyping, testing, and fabrication of an assistive technology finished product. (6) To compare and contrast the gaps between engineering and rehabilitation theory and reality.