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This paper describes the TATE [Through Assistive Technology to Employment] Project. TATE is a European Social Fund Equal project that developed electronic assistive technology (EAT) to enhance the independence and employability of adults with learning disabilities. This paper describes the model developed by the TATE Project for the implementation of EAT into organisations for adults with learning disabilities. The TATE Project has resulted in positive benefits to the lives of people with learning disabilities through the use of EAT and there has subsequently been much interest generated in further promoting the use of EAT within the UK and the EU.

This paper looks at some case studies from the TATE [Through Assistive Technology to Employment] Project. Funded through the second round of the Equal Community Programme (ESF) the TATE Project has looked at how assistive technology and telecare can be implemented to enhance the quality of life for adults with learning disabilities. Using a series of case studies, the paper illustrates some of the advantages of both innovative and traditional assistive technology and telecare to the service user, formal and family carers.

Assistive technology is a term used to describe any device ranging from simple equipment to complex technologies that can assist a person with a disability. The term is now applied to new technological devices to facilitate active rehabilitation as well as to equipment to enable a person to live with their condition. Current developments such as technology for stroke rehabilitation are rarely brought to the attention of health and social care practitioners, even though frontline staff will be at the forefront of implementation, and their views of the nature of devices and their appropriateness is pivotal. This paper describes some of the technologies being developed to assist the process and delivery of stroke rehabilitation, their potential benefits in practice and stakeholder perceptions of these new technologies.

While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered low-income countries), undertaken with preservice and in-service teachers.

This chapter presents ways in which educators can use technology to enhance learning for students with autism spectrum disorder (ASD). The chapter begins with an overview of the communicative and social challenges that students with ASD typically experience. Next, it defines technology-aided instruction and intervention (TAII) and offers suggestions for educators planning to incorporate TAII into their classroom. The third section offers specific supports on using TAII to enhance communication while the final section offers specific supports on using TAII to enhance affective and social learning. Case studies and tables with clearly defined supports are included throughout the chapter. Educators may combine the supports presented because each support addresses more than one characteristic or need. In addition, educators will find that these supports benefit students with neurodiverse learning needs who may not be identified with ASD.

The ageing population is a global phenomenon that is occurring in many countries around the world, including the UK. According to the Office for National Statistics (ONS), the proportion of the UK population aged 65 years and over is projected to increase, reaching 25% by 2045. This increase will have a significant impact on a range of social and economic issues. One of the ways to reduce this impact is to improve self-care.

The availability of simple assistive devices can facilitate physical activity and help complete daily living activities. These devices can also help in the self-management of long-term health and well-being. To encourage self-care, it is essential to create awareness about these assistive products. Simple assistive products such as shoe horns, magnifying glasses or a sphygmomanometer that are readily available to buy from shops were grouped into four boxes or kits. The authors provided these simple devices to 175 community-dwelling older adults in deprived areas and followed them up via a phone survey after 4–6 weeks.

The authors recorded overall positive feedback on individual products and the kit. The results indicate that there was a sense of empowerment and ability by the recipients to take control of their health and well-being and management of their health condition using items contained in the kit provided.

The study results show that simple assistive products empower older adults to self-care and can provide a positive impact on their activities of daily living.

Previous studies have shown that regular exercise can enhance both physical and mental abilities and reverse certain chronic health issues. Simple household devices can aid in increasing physical activity. This work highlights how these devices enable older adults to take care of themselves, with a focus on capturing their personal perspectives and experiences.

An ageing population will include increasing numbers of people who have mobility problems, and many who will be unable to perform personal care tasks such as toileting. Support for these groups is likely to be provided by a combination of human carers and electromechanical telecare devices. Many of the technologies that will be needed are already available, and the challenge may be to make them aesthetically appealing to the users. This paper describes some of the current approaches and the likely emergence of robotic devices or personal electronic appliances that will offer people an alternative means of support when they feel that they are unable to perform tasks for themselves. The devices may provide telecare monitoring so that people are only able to accept the electromechanical support when it is actually needed.

The project described here is the third in a series of cross‐agency (now called community cohesion) explorations involving the development of resources for, and by, people with learning disabilities. (See Healthy eating, Journal of Assistive Technologies Volume 3. Issue 1. March 2008, and Keeping safe, Journal of Assistive Technologies Volume 4. Issue 2. June 2010.) Year 7 students at the Holy Cross secondary girls' school devised a series of simple educational games, for use on an interactive whiteboard, to support the learning of young adult students. The completed resources were then further developed at Lambeth College, and were finally made available for use both by Lambeth College and NHS Kingston's Occupational Therapy Service for people with learning disabilities.

The use of telecare with appropriate domiciliary care packages may provide the means to manage many of the risks associated with the increasing number of older people who wish to continue to live independently in their own homes. Those who become especially frail or disabled can retain their independence and quality of life if their homes are made ‘smart’. This paper discusses the range of services that are available, or under development, for the prototype ‘MIDAS’ (Modular Intelligent Domiciliary Alarm System) telecare system, which enable traditional community alarm, telecare and assistive technologies to be used in an integrated and intelligent fashion. A range of services that allow autonomous operation within the home (and hence increase the perceived independence of a client by decreasing the reliance on a response centre operator) known as ‘HAMISH’ may be used. It offers a wider range of cost‐effective services of relevance to both the individual, and to society, in different types of home environment including dispersed housing and new sheltered housing schemes.