Unit rationale, description and aim

Assistive technology is any device, system, design or environmental modification used to enable participation in occupations that a person wants to or needs to do. Provision of assistive technology is a core competency for occupational therapists in partnering with people to determine the optimal person, environment and occupation fit. The students will build on their understanding of disability, occupational rights, their familiarity with a range of assistive technology products, and occupational and environmental assessments from previous learning to develop, design, implement and evaluate effective assistive technology solutions to optimise a person’s participation. Students will consider ethical issues and apply the capabilities approach to enhance people’s opportunities, occupational rights and equitable access to assistive technology that addresses their valued needs and outcomes.

Overall this unit aims to develop students’ knowledge and practice to uphold the autonomy of the assistive technology user and their central role in all stages of the assistive technology process.

2025 10

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  • Term Mode
  • Semester 1Campus Attendance
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  • Semester 1Campus Attendance
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  • Semester 1Campus Attendance

Prerequisites

OTHY302 Children Youth and Families AND OTHY304 Neurological Rehabilitation 2

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Apply knowledge of practice models, products, feat...

Learning Outcome 01

Apply knowledge of practice models, products, features and design principles
Relevant Graduate Capabilities: GC2, GC7, GC8, GC11

Demonstrate effective interprofessional and collab...

Learning Outcome 02

Demonstrate effective interprofessional and collaborative practice in providing assistive technology solutions
Relevant Graduate Capabilities: GC2, GC4, GC7, GC8

Justify and evaluate assistive technology solution...

Learning Outcome 03

Justify and evaluate assistive technology solutions/home modifications to meet client needs and enable autonomy, capability and human rights
Relevant Graduate Capabilities: GC2, GC7, GC8, GC9, GC10

Create and report on a sustainable assistive techn...

Learning Outcome 04

Create and report on a sustainable assistive technology solution which incorporates an evaluation of client needs, comparison of a number of potential solutions, justification of a client’s choice, a reliable and valid trial, and an efficient provision process
Relevant Graduate Capabilities: GC2, GC3, GC7, GC10, GC11

Content

Topics will include:

Consumer engagement

  • Enabling autonomy, choice and control for participation
  • Capabilities Approach
  • Disability and occupational rights
  • Consumer decision making and dignity of risk
  • Ethical, legal and social considerations

Design and development and prescription of assistive technology

  • Materials science and product development
  • Universal design
  • Technical drawing
  • Home modifications
  • Australian and international standards and legislation
  • Assistive technology solutions mainstream and customised

The assistive technology process

  • Communication
  • Anthropometry
  • Practice models for provision of assistive technology/home modifications
  • Funding schemes
  • Feature matching
  • Trials
  • Implementation
  • Training
  • Evaluation

Assessment strategy and rationale

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with ACU assessment requirements.  The assessments have been designed to develop, justify and evaluate assistive technology/home modification solutions and the assistive technology process including evaluation of client needs, assessment, feature matching, implementation and training that is ethical, legal, evidence based, cost effective and develops the capabilities of the client.

In Assessment 1, students will critique an assistive technology provision case study against a range of criteria including human rights, ethics, person – occupation – environment and occupational fit, and sustainability.

Assessment 2 will be a multiple-choice assessment based on lecture content. This will assess factual knowledge of assistive technology practice models, products, features and design principles.

Assessment 3 is a report describing an evidence-based intervention plan including client problem analysis, assessment, feature matching, assistive technology solutions and a training and implementation plan. Assessment 3 is a graded hurdle task as it is the only assessment in the unit that assesses achievement of LO4.

Overview of assessments

Assessment 1: Group Written Assignment – Student...

Assessment 1: Group Written Assignment – Students work collaboratively to critique an assistive technology case study.

Weighting

30%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC2, GC4, GC7, GC8, GC9, GC10, GC11

Assessment 2: Multiple Choice Assessment to asse...

Assessment 2: Multiple Choice Assessment to assess knowledge of assistive technology practice models, products, features and design principles.

Weighting

20%

Learning Outcomes LO1, LO2
Graduate Capabilities GC2, GC4, GC7, GC8, GC11

Assessment 3: Individual report. Demonstrate re...

Assessment 3: Individual report.

Demonstrate report writing that addresses clinical justification for an assistive technology solution including an implementation plan.

Weighting

Graded Hurdle

50%

Learning Outcomes LO3, LO4
Graduate Capabilities GC2, GC3, GC7, GC8, GC9, GC10, GC11

Learning and teaching strategy and rationale

OTHY415 is taught as an intensive 6-week block. Guided by multimodal learning, students will participate in face to face workshops supported by online learning materials.

The Team Based Learning TBL pedagogy described by Sweet and Michaelson (2012) will be used. Students will be organised into teams and asked to work collaboratively on case study projects. Each team will be expected to create solutions for problems and present them to their peers for feedback. Students will be expected to engage with lectures prior to tutorials, complete formative quizzes each week, take responsibility for their learning and to participate actively within group activities. Learning activities have been designed to develop practical skills in assessment, enabling choice, feature matching, trialling and evaluating assistive technology/home modification solutions. . 

Australian Occupational Therapy Competency Standards (AOTCS) 2018

In connection to the learning outcomes, Australian occupational therapy competency standards (AOTCS) 2018 developed within this unit are:

  • Relating to

    Professionalism

    An occupational therapist practises in an ethical, safe, lawful and accountable manner, supporting client health and wellbeing through occupation and consideration of the person and their environment.

    An occupational therapist:

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Adheres to legislation relevant to practice

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Recognises and manages conflicts of interest in all client and professional relationships

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Identifies and manages the influence of her/his values and culture on practice

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Practises within limits of her/his own level of competence and expertise

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Recognises and manages her/his own physical and mental health for safe, professional practice

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Addresses issues of occupational justice in practice

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Contributes to education and professional practice development of peers and students, and

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Knowledge and learning

    An occupational therapist’s knowledge, skills and behaviours in practice are informed by relevant and contemporary theory, practice knowledge and evidence, and are maintained and developed by ongoing professional development and learning.

    An occupational therapist:

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Applies theory and frameworks of occupation to professional practice and decision-making

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Identifies and applies best available evidence in professional practice and decision-making

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Maintains knowledge of relevant resources and technologies, and

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Maintains digital literacy for practice.

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Occupational therapy process and practice

    An occupational therapist’s practice acknowledges the relationship between health, wellbeing and human occupation, and their practice is client-centred for individuals, groups, communities and populations.

    An occupational therapist:

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Collaborates with the client and relevant others to determine the priorities and occupational therapy goals

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Develops a plan with the client and relevant others to meet identified occupational therapy goals

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Reflects on practice to inform and communicate professional reasoning and decision-making

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Evaluates client and service outcomes to inform future practice

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Communication

    Occupational therapists practise with open, responsive and appropriate communication to maximise the occupational performance and engagement of clients and relevant others.

    An occupational therapist:

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Communicates openly, respectfully and effectively

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Adapts written, verbal and non-verbal communication appropriate to the client and practice context

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Uses culturally responsive, safe and relevant communication tools and strategies 

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Uses effective communication skills to initiate and end relationships with clients and relevant others

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Seeks and responds to feedback, modifying communication and/or practice accordingly, and

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Identifies and articulates the rationale for practice to clients and relevant others.

    Relevant Learning OutcomeLO2, LO3, LO4

Representative texts and references

Representative texts and references

Cook, A., Polgar, J., & Encarnacao, P. (2020). Assistive technologies: Principles and practice (5th ed.). Mosby.

Ainsworth, E., & De Jonge, D. (2019). An occupational therapist's guide to home modification practice. SLACK Incorporated.

National Disability Insurance Agency. (2015) Assistive Technology Strategy. https://www.ndis.gov.au/about-us/strategies/assistive-technology-strategy

World Federation of Occupational Therapists. (2019). Occupational therapy and assistive technology. https://wfot.org/resources/occupational-therapy-and-assistive-technology

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