Organiser: Aspace (Cerebral Palsy Association).
Collaborating organisation: Ramon Molinas Foundation.
Dates of implementation: 01/07/2015 – 01/07/2016.
The Resources and Assistive Technology Centre, a service which uses assistive technology to foster the personal autonomy of people with cerebral palsy
The Ramon Molinas Foundation has extended its collaboration with Aspace (Cerebral Palsy Association) with the aim of expanding and renovating the facilities at the Resources and Assistive Technology Centre (CRA) which the organisation runs in Barcelona. After the success of the last year’s scheme in 2014 which allowed the building of a pioneering sensory stimulation classroom, the two organisations have committed to continue perfecting the service which Aspace provides, with the objective of encouraging personal autonomy, improving accessibility and encouraging social integration of people with cerebral palsy through utilising the benefits of assistive technology.
This year, consolidating previous experience, small sensory stimulation and learning spaces will be built in the classrooms of the School of Special Education which the organisation runs in Montjuïc Mountain in Barcelona. The scheme will allow Aspace to acquire six interactive digital whiteboards (IWBs), adapt them to the needs of the students and utilise them in the classroom. Each one of these digital whiteboards will be connected to a computer and a projector and will have access to unlimited applications. Using the IWB as a didactic resource for the education of children with cerebral palsy and other development disorders improves attention levels, motivation and learning through discovery, fostering an environment of active learning in which children can take part in interaction with their classmates and participate in the creation of class material.
The School of Special Education Aspace, a centre which looks out for the wellbeing and development of its students in all areas of life
A total of 88 pupils benefit from the pedagogic and educational services of the Aspace School of Special Education. The centre, concentrated in the Education Department of the Catalan Local Government, looks out for the needs of students affected by cerebral palsy and/or other development disorders between the ages of 3 and 21.
The school looks after the wellbeing of pupils and their development in all aspects of life, respecting the diversity and the developmental rhythms of each person and their cognitive capabilities. The school’s work is completed by interdisciplinary teams made up of teachers, physiotherapists, speech therapists, occupational therapists, psychologists, doctors, nurses and social workers who adapt to the needs of each person using the service.
Cerebral palsy, a lifelong disorder
Cerebral palsy is a permanent psychomotor disorder which causes limitations in the activity of the person affected. It is an irreversible disorder, but not degenerative. Those affected will have it their whole lives, however it will not deteriorate. For this reason, people with cerebral palsy often suffer from other problems that also require treatment. Although no cure exists for the disorder, it is possible to achieve a certain degree of development in the motor, cognitive, linguistic and social areas thanks to stimulation and learning techniques.
The damage which causes cerebral palsy can occur from the foetal stage up until four years of life. In Catalonia there are more than 14,000 people with the disorder. Between two and three in every 1,000 newborns are registered with the disorder, meaning between 120 and 150 new cases are detected every year. In Spain, there are 84,000 people who suffer from cerebral palsy.
Children with cerebral palsy, a group with special educational needs
The process of learning in children with cerebral palsy is complicated, due to the multiple special educational needs which they require. Modern technology provides new educational strategies which allow for more effective teaching. IT helps to increase the cognitive nature of learning, and specifically, the capability of students to communicate and express themselves[1].
In the cases of children with intellectual disabilities, the IWB has shown itself to be an effective method of teaching for both individual reading of target words and when in a group, observational learning[2]. Students with motor disorders benefit from the digital whiteboard because it helps them to focus their attention on the lesson and interact with the projected support material[3].
In addition, it also helps to reduce the risk of social exclusion to which this group is particularly vulnerable. Often this digital divide occurs because technology is not suited to their needs, is not adapted for their use, or information on its use is scant. It is vital that these obstacles are overcome. The care network for people with these disorders should act according to the guidelines provided by specialised assistive technology professionals. It is essential to exercise responsible, moderated, informed, thoughtful, free and conscious consumption, keeping in mind the criteria of cultural, environmental, socio-economic and linguistic sustainability.
Aspace, a cornerstone organisation in the field of cerebral palsy
The Cerebral Palsy Association (Aspace) is a non-profit organisation founded in 1961. The institution was born thanks to the goodwill of a group of parents with children affected by cerebral palsy who had the determination to promote the research, diagnosis, rehabilitation, education, advancement and support for people who suffer from this disorder or other developmental disorders.
Seven years after it was established, the institution was declared a non-profit organisation. Currently, with 54 years of history, Aspace has carried out nearly 14,000 comprehensive treatments for people with cerebral palsy, and its therapeutic and social work has made it benchmark of Catalan society. Committed to sharing the knowledge acquired through its daily activity, Aspace supports people with cerebral palsy throughout their entire lives, from offering early stimulation or education, to occupational therapy at special work centres and loaning residential equipment.
The association’s Resources and Assistive Technologies Centre was built in 2004. The actions of the organisation are defined according to the International Classification of Functioning, Disability and Health (ICF), from the World Health Organisation (OMS).
Links of interest:
[1] Jones, A. (2007). ICT, language, media: essential literacies for today. Redesigning pedagogy: voices of practitioners. Singapore: Pearson.
[2] Mechling, L. C., D. l. Gast & K. Krupa (2007). Impact of smart board technology: an investigation of sight word reading and observational learning. J. Autism Dev Disord, 37, 1869-1882.
[3] SMART Technologies Inc. (2006, marzo). Interactive whiteboards and learning: Improving student learning outcomes and streamlining lesson planning.