As a professional association, the overarching aim of PAAT is to improve Assistive Technology (AT) as a discipline, resulting in improved quality, standards, opportunities and impact for Assistive Technology users, Assistive Technology practitioners and leaders in the field. More specifically, the aims of PAAT are to achieve:
- Improved delivery for AT users and their families/carers.
- Improved professional status.
- Independence and integrity of the Assistive Technologist role.
- Improved professional training routes.
- Standardisation of terms and conditions.
- A code of practice and CPD standards leading to
- improved quality of provision (standards and consistency)
- maintained standards via a professional code of conduct
- CPD requirements, supported by development opportunities, training, conferences, etc.
- Opportunities for peer support as part of a professional community.
- Enhanced confidence across the sector about the quality of AT services provided.
- Acceptance by commissioners and regulators for the inclusion of AT services as core, rather than ‘additional’ to service delivery.
PAAT does not look to replace any existing Professional Bodies in the education, health or social care field, rather PAAT is a place for AT professionals who don’t already have a professional ‘home’. We want to work with and alongside other professional membership bodies. Assistive Technologists frequently work as part of a multi-disciplinary team and PAAT looks to do the same.
In large part, the achievement of our aims will be through the administration of our professional certification scheme. The purpose of this handbook is to guide applicants working towards the award of Certified Associate Member, (CAM), Certified Member (CM) or Certified Senior Member (CSM) of the Professional Association of Assistive Technologists (PAAT). See the PAAT website for more information.
Definitions and Terminology
Definition of Assistive Technology
PAAT acknowledges that a range of terms are used in the community, but for the purposes of this professional certification scheme, the term Assistive Technology will be used as it is the term that the majority of people in the community are familiar with.
PAAT recognises and supports the delivery of digital Assistive Technology (AT). For membership purposes the definition of AT covers hardware, software and access equipment. This also includes mounting systems and other accessories which are designed to enable access to digital hardware and software or extend the capabilities of medical devices such as hearing aids and wheelchairs.
PAAT recognises that Assistive Technologists work in a wide range of contexts (e.g. education, health, social care) and support users with a wide range of needs, abilities and preferences and may be delivering a broader range of AT solutions such as those defined by the World Health Organisation:
Assistive products include devices, equipment, instruments or software from six functional domains: mobility, vision, hearing, communication, cognition and self-care. Examples of assistive products are physical products such as wheelchairs, spectacles and hearing aids, and digital products such as software and apps [1]
The World Health Organisation consider self-care products such as catheter kits, toilet and shower chairs and continence products to be assistive technologies. These are however, outside the scope of our membership body.
We recognise that in health and social care settings, the terms ‘care technologies’ or ‘health care technologies’ are growing in use. In the context of the PAAT certification scheme we are specifically interested in how these technologies are adapted for the user. For example, how a switch user is supported to make an alarm system work. We do consider however, that ‘health care technologies’ such as remote monitors, electronic health records, and clinical decision support tools are out of scope for PAAT accreditation since the primary intended users are health and social care professionals rather than the patients or clients that they are supporting.
Definition of Assistive Technology User
In the context of the PAAT certification scheme we are defining an AT User as someone whose quality of life is enhanced through the use of AT. In line with the World Health Organisation, our definition of AT User includes people who are disabled, people who are aging, people with temporary injuries and people managing chronic health conditions.
Disability language and the use of the term ‘disabled people’
PAAT acknowledges that some members of the community prefer people-first language to identity-first language. Both terms are valid, and we respect people’s right to choose the term that they feel best describes their own experiences. In the context of the PAAT certification scheme we have chosen to use identity-first language because we feel it is important to acknowledge how people are disabled by society and inaccessible environments and also to reflect the language predominantly used by disabled people’s organisations and government bodies.
Core principles
Being an effective Assistive Technologist is as much about ‘mind-set’ as it is skills. PAAT seeks to recognise practitioners who are committed to a user-centred and evidence-based approach and who recognise the importance of developing their own practice as well as supporting the practice of others. Members of PAAT must therefore demonstrate a commitment to:
User-centred practice: that respects the rights of AT Users (and/or where appropriate their advocates) to access and use AT, supports them to make informed decisions about their AT use and adapts AT and AT support to ensure all of their AT related needs are met. Key components of user-centred practice include advocacy, presumption of capacity and supported decision-making in relation to managing any potential risks of AT use.
Evidence-based practice: that actively seeks and evaluates evidence in order to identify and implement the best possible AT solutions. This evidence may be derived from a range of sources including feedback from the AT user when reviewing personal goals and progress; personal and AT user reflections on the effectiveness of previous AT solutions; publicly disseminated AT research; AT policy documents and debates.
Continual development of own professional practice: that regularly reflects on successes and failures of own practice, regularly plans and appraises current and future goals and regularly attends externally run professional development initiatives such as university/college courses, supplier courses, webinars from recognised organizations and conferences (research or practitioner focused).
Community-focused practice: that actively seeks to work with other professionals who are supporting the AT user (e.g. through multi-disciplinary, interdisciplinary or transdisciplinary teamwork) as well as supporting the developing practice of other AT practitioners through sharing and disseminating own and others best practice.
1.3 Core competencies
Technical knowledge of AT on its own is not sufficient to demonstrate competence as an Assistive Technologist. PAAT seeks to recognise ‘well-rounded’ practitioners who have a good understanding of the AT user, AT, the AT eco-system and the wider AT context. Members must therefore demonstrate competency in the following areas:
AT users: A knowledge of the strengths, needs, preferences and aspirations of AT Users and how these might inform the decisions they make about the role and value of AT in their lives (does not have to be all AT or all disabilities/needs, but those that are particularly relevant to the context the applicant is working in).
AT: An understanding of the constraints and benefits of different AT for At Users (does not have to be all AT or all disabilities/needs, but those that are particularly relevant to the context in which the applicant is working). Plus technical knowledge and ability in the use of AT that is relevant to their workplace (i.e. has basic ability to switch on and set up AT including accessibility settings that meet the needs of different users they are supporting).
The AT eco-system: An understanding of the processes by which access to AT is funded, assessed, delivered and evaluated within the context (s) that they are working.
The wider AT context: An understanding of relevant national and international legislation and how it applies to the context the applicant is working in (e.g. related to how equalities, inclusion, accessibility and rights are affected by access or lack of access to suitable AT).