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Developing Habilitation Standards across Scotland: Training habilitation trainers.
Dr Karl WallLecturer in Psychology and Habilitation Studies (Visual Impairment)National Habilitation (VI) Team Programme LeaderUCL - Institute of EducationUniversity of London.
Focus of presentation:• Defining ‘habilitation’
• The UN Convention on the Rights of Disabled Persons
• Habilitation not re-Habilitation
• Habilitation as ‘learning’ and training not ‘therapy’
• The UN Convention on the Rights of Disabled Persons
• The different independence needs of children, young people and adults
• The Mobility21 Project, Habilitation Standards and practitioner training
Questions:
(a) How could the Habilitation Standards be implemented in Scotland?
(b) How could Habilitation Practitioner Training be developed in Scotland?
Defining ‘habilitation’-1
‘Habilitation’was applied to a range of needs and disabilities in the 1970s and 1980s meaning different things in relation to different groups e.g.
Ling & Ling (1978) Aural habilitation-the foundations of verbal learning in hearing-impaired children.
Rosen et al (1977) Habilitation and the Handicapped. Scherzer [Editor] (1983) Paediatric Habilitation Series
‘Habilitation’ fell into disuse but re-emerged around 2007:
• UN Convention on the Rights of Persons with Disabilities (UNCRPD) e.g. in Article 26 (Habilitation and Rehabilitation)
• In the same year, in the UK, the Mobility 21 Project was launched
Defining ‘habilitation’-2
‘Habilitation’: developing ‘Independence for Life’ skills and strategies
Habilitation for visual impairment (VI) focuses on:
Mobility + Orientation + Independent Living Skills for CYPVI
• Views children with VI as children first and visually impaired second
• Grounded in child development theory and practice
• Focused on learning: incidental and experiential
• Constructivist across all sensory and motor modalities
• Sees parents/carers as: ‘first habilitation workers’
Defining ‘habilitation’-3
• Adopts a social pedagogic approach
• Advocates the development and use of individual specific programmes of multi-sensory and motor informed knowledge, understanding, skills and strategies
• Builds on the CYPVIs existing skills and strategies
• Takes a long term perspective in determining and supporting parents and CYPVIs habilitation goals
Defining ‘habilitation’-3
• Views habilitation as a right that contributes centrally to a CYPVIs future employability and independence to the maximum extent possible
• Habilitation support should be by appropriately trained and up to date, habilitation specialist practitioners (UNCRPD)
• CYPVI should have the opportunity to develop their habilitation skills in the full range of public environments
The UN Convention on the Rights of Disabled Persons
• UN Convention on the Rights of Persons with Disabilities [UNCRPD] (2007) UK Ratification: 2009
http://www.un.org/disabilities/default.asp?id=150
Articles 23-30: Article 26: ‘Habilitation and Rehabilitation’)
Training needs of children and young people (Habilitation) different and specific to those of adults (reHabilitation)
• Right to training
• Right to be trained by specialist trainers
States bodies:
• to provide training for CYPVI
• To train the specialist trainers
The different independence needs of children, young people and adults
• Habilitation not re-Habilitation
• Habilitation as ‘learning’ (access to incidental and observational / aural learning) and training: not a ‘therapy or health intervention
• Adults have undergone early development - CYPVI have not!
• Practical examples and case history examples relating to:
-Adults (at home and at work) and children (at home, at school, in public and in progression) compared
-Key Role of parents (adults consent and certify themselves!)
-Key role of school settings as mediators of CYP training
-Multi-professional working around the CYPVI, their family and supporters
The Mobility21 Project 2007-2010 - 1
• Mobility 21Project (2007-2010)-Habilitation and VI
• Funded by the DCSF in collaboration between IOE/RNIB:
• Director: Dr Olga Miller; Lead researcher: Dr Karl Wall
• Intended outcomes:
New Quality Standards for Habilitation Practice (QHS) New single training programme New structure for the Habilitation Profession Training resources
The Mobility21 Project 2007-2010 - 1
Visual Impairment (VI): not defined in clinical terms.
Defined as:
‘…any level of visual impairment that has an effect on education, mobility and the ability to live independently’. (QHS: Miller, Wall and Garner, 2011, p6)
The Habilitation Standards (QHS) – (England)
Outcomes for Children and Young People With Visual Impairment (p4)
• 1.0 Introduction and Purpose of the Quality Standards (p6)
• 2.0 General Principles: Effective Planning and Delivery of Habilitation Training (p9)
• 3.0 Key Habilitation contexts (p12)
• 4.0 Quality Standards in Delivery of Habilitation Training (p14)
• Annex A Sample specification for a Habilitation Service for Children and Young People with Visual Impairment (p22)
• Annex B Minimum Model Job Descriptions for QHS and QHA (p27)
• Annex C Quality Standards in professional habilitation practice (p32)
Habilitation: Section 2.1.22. Understand the principles and practice of habilitation (mobility, orientation and self-help)
Developments in the Habilitation Field in the UK: 2007-2014: 1
Mobility and Independence Specialists in Education (MISEUK):
• adopted the QHS as the basis of its professional practice and of habilitation work with children and young people with visual impairments (CYPVI) (2011)
• adopted the job descriptions and roles developed in the QHS (2011)
• adopted the definition of ‘habilitation’ and of ‘visual impairment’ established in the QHS (2012)
• established itself as a voluntary National Professional Body for Habilitation in the UK (2012)
• establishes a QHS-based protocol for Registration as an Habilitation Assistant and Specialist (2013)
Developments in the Habilitation Field in the UK: 2007-2014: 2
MISEUK:
• begins to develop QHS-based CPD system (2013)
• publishes the first UK, QHS-based, National Register of Habilitation Practitioners (2014)
• Habilitation acknowledged as part of UK National Vision 2020 programme (2014)
• ‘Habilitation’ identified in the new Code of Practice for SEND in England (2014) Special educational needs and disability code of practice: 0 to 25 years (2014):HMSO
• Development of a Minimum Entitlement Habilitation Curriculum (MEHC) is advocated by MISEUK (2014)
Developments in the Habilitation Field in the UK: 2007-2014: 3
MISEUK: • published the first UK, QS-based, National Register of Habilitation
Practitioners (2014)• MISEUK becomes Habilitation VI UK (HabVIUK) [2014]• HabVIUK work on drafting the Minimum Entitlement Habilitation
Curriculum with current first draft target of October 2015 prior to wide consultation
• Launch of pilot course to train existing rehabilitation workers to allow Registration as a Habilitation Specialist: City University, Birmingham
• Piloting of new CPD scheme linked to the development of CPD training (June 2015)
• Reorganisation of HabVIUK to reflect devolved nation differences and new regional structure (2015-2016)
The Graduate Diploma: Specialist Qualification in Habilitation and Disabilities of Sight (Children and Young People) training course: 1
Weblink to course information: http://www.ioe.ac.uk/study/PDI9_CYP9IM.html
Four modules over two years, part-time: practical skills based, linked to applied theoretical work:
Year 1:
• Module 1: Policy and Practice in Habilitation Studies (DDICPY_01)
• Module 2: Habilitation in Educational Contexts and the Extended Curriculum (DDICPY_02)
Year 2
• Module 3: Habilitation at Home, In Public Contexts and During Transitions (DDICPY_03)
• Module 4: Habilitation, Professional Practices and the Service Setting: the Extended Assessed Placement (DDICPY_04)
The Graduate Diploma: Specialist Qualification in Habilitation and Disabilities of Sight (Children and Young People) training course: 2
Prepare practitioners to:
• work in the age range 0-19 ( and up to age 26 where developmental delay is an issue)
• in the home, education and public spaces and the transitions between these settings
• to work collaboratively with parents / carers / CYPVI / other professionals around the CYPVI (including education, health and social care)
Prepare practitioners for two roles: Qualified Habilitation Assistants and Qualified Habilitation Specialists
• Management of staff
• Cross-professional working
The Graduate Diploma: Specialist Qualification in Habilitation and Disabilities of Sight (Children and Young People) training course:3
Prepare practitioners for:• Delivery of Continuing Professional Development (CPD) to other professionals
and to parents / carers and CYP associated with particular CYPVI• Health and Safety (Auditing and Risk Assessment)• Resource creation • To access, understand and use, research and best practice information • Prepare specialist practitioners for independent work in home, educational and
public spaces and the physical and temporal transitions between these spaces• Support trainees’ development of high levels of expectation for the
independence of the CYPVI they work with• Develop a commitment, focused on the rights of CYPVI, to develop the field of
habilitation through their practice
Developing a Habilitation VI ‘curriculum’ :1
• A training course for habilitation practitioners implies a curriculum for those practitioners
• This in turn implies a curriculum for what CYPVI will be taught
• From the Mobility21 Project (2007-2010) QHS consultations this curriculum emerged from contemporary habilitation practice and what was identified by parents and CYPVI
• Minimum - identifies the minimum knowledge, understanding, skills, strategies and contexts (KUSSC) that, from practitioner experience, should be available to all CYPVI
Developing a Habilitation VI ‘curriculum’ :1
• Entitlement: on a rights basis arising from UNCRPD, European legislation and national UK and Scotland specific legislation?
• Curriculum- a structured statement of KUSSC applicable, according to needs, across the chronological age / developmental age range and addressing CYPVI who are ambulatory; frame/support users or wheelchair users
• After consultation: will include curriculum planning and individual CYPVI habilitation programme writing advice
Developing a Habilitation VI ‘curriculum’ –2
Multi-sensory Habilitation skills and strategies in these contexts*:
- At home; in education; in public spaces; in work / study and during transitions
- Curriculum planning advice for individual CYPVI adaptable from point of engagement with CYPVI and family
Mobility and Orientation (36 current topic areas):• e.g. Sighted guide; Early mobility; Early sensory; Body; Social Exploration;
Pre-cane; travel; routes; cane use
Independence skills (32 current topic areas):• e.g. Personal hygiene; Dressing; Food preparation; Physical health; Mental
health; sexual life; Self-advocacy
*Draft Minimum Entitlement Habilitation (VI) Skills Curriculum for HabVIUK 2014 (Wall, 2014)
Questions:
(a)How could the Habilitation Standards be implemented in Scotland?
(b) How could Habilitation Practitioner training be developed in Scotland?
(a) How could the Habilitation Standards be implemented in Scotland? 1
• There is no current Scotland specific legislation but… the principles of Habilitation are captured in various policy frameworks, pathways and strategies such as VINCYP, See Hear and the SVS.
• In many ways, in principle, Scotland is ahead of England regarding an integrated approach to Habilitation through Health, Education, Social Work and 3rd sector approach.
• Most habilitation workers will be aware of the Mobility21 QHS .The QHS are enshrined in:• VINCYP pathway (including that assessments are carried out by a suitably
qualified Habilitation Specialist. • Promoted by SCOVI (recently committed to making habilitation and
rehabilitation a campaigning focus)• Although not adopted as ‘policy’ by local authorities (LAs) or Scottish
Government they are there and they are being used.
(a) How could the Habilitation Standards be implemented in Scotland? 2
• Arguably no need to ‘reinvent the wheel’ and • In many ways no need to adapt, modify, localise or contextualise the QHS-they
exist as a starting point• GIRFEC contextualises the QHS for the CYPVI. • GIRFEC also ensures consultation: parents, supporters, existing practitioners in
(in health, education, social work and the 3rd sector) • The QHS fits into the Curriculum for Excellence • Which is supported by the Scottish Government’s Joint Sensory Strategy (See
Hear) and the Scottish Vision Strategy. • There are mappings of how elements fit together (e.g. Blind Children UK also
has a model indicates connections / relationships between the GIRFEC SHANARRI outcomes, the QHS standards and independence outcomes in the CfE. It is in principle, ‘joined up’!
(b) How could Habilitation Practitioner training be developed in Scotland? 1
• Developing Scottish training -advantages and drawbacks(e.g. costs of development, validation and implementation )
• A commitment to train a seed cohort of new practitioners (September 2015?) to replace those about to retire and to establish a national focus?
• Plan a second training cohort starting in 2016 to begin to generate new capacity • Development for those trained, of appropriate re-grading and pay/conditions so
that practitioners remain in their services • Plan a second training cohort starting in 2016 to begin to generate new capacity Options:• Develop your own course?• Invite the London programme to deliver in Scotland (again!) while training is
developed
(b) How could Habilitation Practitioner training be developed in Scotland? 2
• Agree a commitment to fund a sustainable training programme with funding for the next five years and a systematic implementation of provision
• Support HabVIUK to develop its regional and devolved nations structure to deliver locally tailored CPD to existing colleagues (especially those who were rehabilitation trained but want more specific CYP focused training
• Develop independent living skill training • Examine how habilitation training needs can be accommodated in the mainland
and islands communities• Develop the use of habilitation technologies • Developed the exchange of web-based information and resources and
experiences (e.g. via Scottish Sensory Centre)
Make contact!
Dr Karl Wall
Lecturer in Psychology and Habilitation Studies (Visual Impairment) Department of Psychology and Human Development 25 Woburn Square London WC1H 0AA UK Telephone: +44(0) 20 7612 6282 Fax: +44(0) 20 7612 6304 Email: [email protected]
Dr Wall is also: R&D Habilitation advisor to HabVIUK; has advised RNIB Children's Team and Guide Dogs / Blind Children and other charities on habilitation issues.
