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This paper explores the wider significance that the development of telecare services has for social care in addition to supporting people to remain independent at home. It considers the impact of this particular development as a model for change management and as a model for developing a social care workforce ‘fit for the future’. The paper takes a whole‐systems, integrated approach to service development and highlights important issues such as infrastructure, management, the capacity to innovate and workforce development. The paper emphasises that the development of new skills and new ways of thinking are even more important than the technology itself and that partnership is an essential ingredient for success. The context and content of this paper are informed and influenced by the experience of developing a new worker role, the assistive technology support worker, in Norfolk; and from the experience of designing and implementing a successful county‐wide technology‐based service.

This paper explores the wider significance that the development of telecare services has for social care in addition to supporting people to remain independent at home. It considers the impact of this particular development as a model for change management and as a model for developing a social care workforce ‘fit for the future’. The paper takes a whole‐systems, integrated approach to service development and highlights important issues such as infrastructure, management, the capacity to innovate and workforce development. The paper emphasises that the development of new skills and new ways of thinking are even more important than the technology itself and that partnership is an essential ingredient for success. The context and content of this paper are informed and influenced by the experience of developing a new worker role, the assistive technology support worker, in Norfolk; and from the experience of designing and implementing a successful county‐wide technology‐based service.

The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young children of 18–105 months of age was the focus of a research synthesis described in this chapter. Six operationally defined adult learning methods and between two and five practices for each method were used to code and analyze the results for both adult (practitioner and parent) and child outcomes. The assistive technology and adaptations that were the focus of training included speech generative devices (e.g., CheapTalk), computers (e.g., adapted keyboards), and switch-activated devices and toys. Results showed that a combination of five or six of the most effective adult learning method practices were associated with the largest differences in both adult and child outcomes, but that few studies included the most effective practices. The relationship between the number of practices and the study outcomes was moderated by the type of training (individual vs. group) and whether the training included in vivo use of the devices with children with disabilities. The results point to at least several factors that explain non-use of assistive technology with young children with disabilities and highlight the need for better designed and implemented training.

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.

This paper aims to evaluate the accessibility of digital information systems as a key usability attribute in information retrieval by users with visual impairment (VI), to inform development of accessible information systems.

This study used a cross-sectional survey design based on the quantitative research paradigm. Data was collected from 117 students with visual impairments from selected public universities in Kenya, using a semi-structured questionnaire adapted from Web Content Accessibility Guidelines.

This study revealed that gender did not influence screen reader compatibility, alternative format preferences, perceptions of accessible content or digital library navigability. Instead, type of visual impairment, prior assistive technology (AT) training and digital library use frequency significantly impacted these attributes. Blind students reported positive experiences, favouring alternative formats, and expressed positive views on accessible content while those with low vision faced more challenges. Prior training in assistive technology and frequent digital library use resulted in higher screen reader compatibility and better navigability. Increased digital library use was linked to access to alternative content for those with prior assistive technology training.

This study contributes to the existing literature on accessibility of digital information systems for users with visual impairments. Further research is needed to explore other factors that may influence the accessibility of digital systems, such as the design of user interfaces as well as an evaluation of accessibility of digital systems for other categories of disabilities such as hearing impairment, physical impairment, autism and intellectual disability, among others.

The findings of this study have practical implications for the design and development of digital systems such as digital libraries. Developers can leverage findings of this study to enhance compatibility of digital platforms with screen readers and provide alternative formats and accessible content. User-centred design principles can be used to create interfaces that are easy to navigate and friendly to users with visual impairments. Training programmes on assistive technology should be provided to users to enhance their skills and confidence in using digital systems.

This study contributes towards design and creation of navigable systems that are compatible with screen readers. The study also points out the importance of creating more inclusive and usable digital environments for persons with visual impairments.

The ramifications of assistive technology for both current and future service provision are wide. In recent years, policy makers have become increasingly aware of the potential of these services to maintain older and disabled people in their own homes. The purpose of this paper is to report on a literature review and provide illustrations of how the evidence can be used to underpin the development of assistive technology services for older and disabled people and disabled children. The aim is to support the development of user‐focused, accessible services.

Assistive technology has the potential to enable people with disabilities to live, learn, and work more independently through the application of specialized technologies that reduce, eliminate, or minimize the impact of a disability. This chapter provides an overview of the international application of assistive technology, summarizes the purpose of this new book series, and highlights the chapters in this volume that reflect the most recent research concerning the efficacy of assistive technology.

Online communities of practice offer the potential for the development of a shared understanding regarding knowledge and skills related to a particular field or practice. Online communities of practice also offer researchers a means to analyze discussions to determine themes related to practices within a given field. This chapter presents two studies that have examined discussions that have occurred among members of a large assistive technology (AT) Listserv. The purpose of the studies was to identify and examine themes grounded in the conversations and experiences of those individuals actively engaged in AT service delivery. Findings are presented and implications of using online communities of practice within research as well as a means for knowledge and skill development are discussed.

Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009). However, assistive technology (AT) considerations for all students with an Individualized Education Program (IEP) must still occur. Evidence exists that technology can compensate for students with other identified disabilities and while the specific research of students with EBD is lacking, students with disabilities, in general, appear to benefit from the support of technology. This chapter discusses how technology supports access to the general education curriculum for student with EBD in the academic areas of reading, writing, and math as well as supports self-management. Resources for free AT are also highlighted.

The purpose of this paper is to look at the implications of the increasing use of Assisted Living Technology in the social care sector and to assess the implications for the workforce in terms of job roles, skills, knowledge, training, and support.

A mixed methods approach was used, through a quantitative electronic survey of staff working in social care (as well as some health care) organisations in England, and three qualitative case studies of local authorities.

The research shows that the organisations involved in delivering Assisted Living Technology, the types of Assisted Living Technology being introduced, and the way in which it is being delivered, have implications for job roles and the skills and knowledge needed by staff. The associated training and workforce development similarly varies across the social care sector; it is ad hoc, disparate, and provided primarily by individual employers or by suppliers and manufacturers.

There is a need for a standardised Assisted Living Technology workforce development approach which can be used across the social care sector.

The varied nature of Assisted Living Technology providers and delivery models presents a challenge to the development and implementation of a standardised programme of workforce development.

This paper presents the results of new empirical research arising from a quantitative and qualitative study of the workforce development implications of Assisted Living Technology in the English social care sector.