SUSTAINABLE ACCREDITATION LEARNING = acquisition of information, skills and attitudes necessary to be assets in the lives of pwdINTERNATIONAL REHABILITATION PROFESSIONAL DEVELOPMENTGlobalization
David - Examples of disabilities that have been asked about in censuses or surveys include: difficulty seeing; speaking; hearing; moving; climbing stairs; grasping; reaching; bathing; eating; toileting.
David explain relationships between CORE & CUSA (graphic?)explain relationships between CORE & CUSA with NCRE/IARP/others…. (graphic?)
Our work begins and ends with pwd“they” look like us, want the same array of life experiences as we do, “they” are us!With respect to rehabilitation education, we begin with pwdThe 2000 U.S. Census shows us that 49.7 million people in the U. S. age 5 and over have a disability -- nearly 1 in 5 U.S. residents, or 19 percent. THE CENTER FOR AN ACCESSIBLE SOCIETY. European Union estimates (2000) 10 % of population have disabilitiesDifficult to establish a “common language” due to Definitional problems …Self report …Incentives/disincentives to consider oneself as a “pwd”Develop this further ...Challenges in rehabilitation Commonalities: diagnosisDifferences: age, type of difference, level of function, substance abuse to spinal cord injury,Intimately connected with state of the art medical/pharmaceutical/psychological/low-/high-technological/architectural/societal/attitudinal/financial supports both for individual and for service provision determine what is really available to the individual/interrelationship with allied care providers.Includes the individual, as well as the community, intervention at all levels
MéAround a century ago, Accreditation bodies were voluntarily organized by educators to develop and implement common policies and standards to evaluate educational quality. Since its inception, accreditation has been a non-governmental, completely voluntary, peer group method of identifying educational institutions or programs which meet educational standards of quality.world ensure that a school's faculty, recruitment practices, admissions procedures, course content, etc., is reviewed according to a fixed timeline. Influenced and affected by the role of accreditation agencies, schools are required to continually improve their educational standards. Outcomes oriented rather than input oriented.Questionnaires for students, faculty, administrators, supervisors, employers, ultimately consumers of services: how do the students/graduates perform in actual situationspublic reaction to the extreme differences between educational institutions that were apparently similar in terms of curricula and standard of education.
MéEducational standards within a specific contextReaching a larger audienceStrengthened by the input of multicultural & multinational contributionsDevelopment of training is continually evolving, fluid process of refinement and reflectionStandards however are essential to ensure and encourage minimal levels of content and reflectionCultural bases for consideration of “historically marginalized populations”People with disabilities Practice Educational trainingStandards (local & more general) Accreditation PwD
ChrisannDynamic process, continually seeking to maintain balance,Challenge:Sufficient “form” to guide practice and pedagogySufficient “fluidity” to accommodate culture specific idiosyncracies
Sustainable Accreditation and Learning in International Rehabilitation Professional Development
Ireland Alan Bruce, Universal Learning Systems United States David Perry, University of North Dakota Michelle Marmé, Northeastern Illinois University Chrisann Schiro Geist, University of Memphis Regina Robertson, East Central Oklahoma UniversitySUSTAINABLE ACCREDITATION ANDAND LEARNING IN INTERNATIONAL REHABILITATION PROFESSIONAL DEVELOPMENT
Overview Sustainable Accreditation Learning (beyond WHAT is taught… what knowledge & skills are acquired) International Rehabilitation Professional Globalization
Contexts of Inclusive Practice Change dynamic Impact of crisis Imperatives of continuing professional development Standards and quality Ethical practice
Innovative Learning Beyond Barriers to Shared Excellen ce Using the From American Experienc Compe- Perspect tence to -ives e of Creativit Disability y European Challeng es
Thinking Globall y Anticipatin g Future Demogra- phics ICT & Supporte d Systems Policy and Trans-Linkage and formatio nRecognition
People with Disabilities Globally, there are almost 1 billion people with disabilities (PWD) Estimates of PWD by continent: Europe – 98 million, Africa – 137 million, Asia – 553 million, North America – 67 million, South America – 57 million U.N. estimates 13.3 % of world population has some form of disability While “disability” is defined differently in different countries, the U.N. offers these definitions: Impairment: “any loss or abnormality ofpsychological, physiological, or anatomical structure orfunction” Disability: a “restriction or lack (resulting from animpairment) of ability to perform an activity in the manneror within the range considered normal for a human being”
Social Dynamics of Marginalized Populations Interpersonal Communication & Advocacy Skills Medical Services Physical Restoration Psychological Supports Independent Living Housing & Transportation Community Living Skills Avocational Pursuits Spiritual Development Vocational & Job/Career Development Legal Rights and Recourse SupportingIndependence
Interventions and Training A variety of services are offered to help PWD become more independent, such as: medical services, physical restoration, psychological supports, job placement, housing services, transportation assistance, communication aides, and assistive technology. Rehabilitation Service providers receive various kinds of training, ranging from on-the-job training to college degrees. Higher education programs often seek accreditation to demonstrate the quality and sustainability of their degrees.
Council on Rehabilitation Education (CORE) Has offered accreditation of master’s programs in Rehabilitation Counseling since 1972 Accredits approximately 100 programs in the United States Is recognized by the Council on Higher Education Accreditation (CHEA), an organization that certifies a variety of international accrediting bodies (e.g., engineering and business)
Commission on Undergraduate Standards and Accreditation (CUSA) This commission is part or CORE and is responsible for sanctioning quality undergraduate rehabilitation education programs The goal is to promote the effective delivery of services to individuals Services improve when professionals receive better training Accreditation standards promote continuing review and improvement of high quality training programs
Maximizing participation of people with disabilities in mainstream of life Creativity Commitment Collaboration
International Rehabilitation Education Building on firm foundation fromCORE and CUSA, our goal is to providean opportunity for other countries tohave their training programs recognized Advantages include programmatic reviewwith respect to established standards ofquality, economic viability, sustainability,portability of credentials,course transferability, andunified ethical codes
Profession defines fundamental standards of practice and essential knowledge Students’ best interests & educational goals protected Strengths of Existing Models Protocols to follow, refine, & modify for new contexts Structured process of self-reflection for programs Asynchronous sharing of information Data gathering from constituents “Outside” review & validation from profession Educational institutions & programs are acknowledged for developing/providing “best practice” Accreditation
Voluntarily organized, by educators, to develop and implement common policies and standards, to evaluate educational quality Non-governmental, entirely voluntary, peer review, ensuring educational programs meet educational and professional standards of quality Consider faculty academic preparation, demonstrated excellence, programmatic recruitment practices and admissions procedures, course content Outcome measures with respect to knowledge and skill attainment, from the perspectives of a variety of stakeholders: supervisors, employers, graduates Accreditation as a Growth Process 14
People with Technology Disabilities Accredita- Pedagogy tion StandardsProcess of Continual Refinement
Establishing and supporting “best practice” Reimagine “accreditation” as Growth-oriented Supportive Enhancing outcomes Building upon established structures to address evolving needs of our students and practice Recontextualizing process in light of varying contexts and technologies Re-evaluating Accreditation Process
Consensus: some face-to-face components must be retained To ensure voracity of reports To address physical access in rehabilitation context In the absence* of technological alternatives Distance models for executing program evaluation & training of evaluators Virtual training of site visitors More evaluators involved, enhancing the # observers involved Decreased costs for accreditation review process, increased cadre of reviewers Multiple perspectives enhances sophistication of process New Models of Program Assessment
World becomes flatter Boundaries blur Distinctions become less divisive Definitional considerations Universality of socially-endorsed and culturally-dependent phrasing & practices Challenges
Optimum training experiences for individuals interested in the full inclusion of people with disabilities and differences, will be met through this refinement of sustainable training and evaluation methodologies.
Resources Council on Rehabilitation Education www.core-rehab.org National Clearinghouse of Rehabilitation Training Materials https://ncrtm.org/moodle/ National Council on Rehabilitation Education www.rehabeducators.org/resources.html