Presented at EDEN, Dublin, Ireland (June 2011). Authors: Dr Alan Bruce, Dr David Perry, Dr Michelle Marmé, Dr Chrisann Schiro-Geist, Dr Regina Robertson
Sustainable Accreditation and Learning in International Rehabilitation Professional Development
1. 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
University
SUSTAINABLE ACCREDITATION AND
AND LEARNING IN INTERNATIONAL
REHABILITATION PROFESSIONAL
DEVELOPMENT
2. Overview
Sustainable
Accreditation
Learning (beyond WHAT is taught…
what knowledge & skills are
acquired)
International Rehabilitation
Professional
Globalization
3. Contexts of Inclusive
Practice
Change dynamic
Impact of crisis
Imperatives of continuing professional
development
Standards and quality
Ethical practice
4. 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
5. Thinking
Globall
y
Anticipatin
g Future
Demogra-
phics
ICT &
Supporte
d
Systems
Policy
and
Trans-
Linkage and
formatio
n
Recognition
6. 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 of
psychological, physiological, or anatomical structure or
function”
Disability: a “restriction or lack (resulting from an
impairment) of ability to perform an activity in the manner
or within the range considered normal for a human being”
7. 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
Supporting
Independence
8. 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.
9. 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)
10. 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
11. Maximizing participation of
people with disabilities
in mainstream of life
Creativity
Commitment
Collaboration
12. International
Rehabilitation Education
Building on firm foundation from
CORE and CUSA, our goal is to provide
an opportunity for other countries to
have their training programs recognized
Advantages include programmatic review
with respect to established standards of
quality, economic viability, sustainability,
portability of credentials,
course transferability, and
unified ethical codes
13. 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
14. 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
15. People with
Technology Disabilities
Accredita-
Pedagogy
tion
Standards
Process of Continual
Refinement
16. 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
17. 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
18. World becomes flatter
Boundaries blur
Distinctions become less divisive
Definitional considerations
Universality of socially-endorsed and
culturally-dependent phrasing & practices
Challenges
19.
20. 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.
21. 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
Notes de l'éditeur
SUSTAINABLE ACCREDITATION LEARNING = acquisition of information, skills and attitudes necessary to be assets in the lives of pwdINTERNATIONAL REHABILITATION PROFESSIONAL DEVELOPMENTGlobalization
Alan
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
Mé
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
Mé
Chrisann
ChrisannDynamic process, continually seeking to maintain balance,Challenge:Sufficient “form” to guide practice and pedagogySufficient “fluidity” to accommodate culture specific idiosyncracies