Assistive technology accommodations for post-secondary students with mental health disabilities: a scoping review.

PURPOSE: The use of assistive technology (AT) for people with disabilities is well researched and prevalent in education. Growing numbers of students now self-identify as having mental health diagnoses and register for accommodations at post-secondary institutions. The apparent gap in the literature specifically relating to AT support in this population necessitated a more systematic search. This scoping review maps the literature regarding AT interventions to support young adults with mental health disabilities in post-secondary institutions such as universities and colleges. METHODOLOGY: Four major databases were searched for topic keywords. Abstracts and final papers were screened against the inclusion and exclusion criteria, with seven studies identified as relevant. RESULTS: The reported common problems faced by students were academic, psychosocial and cognitive in nature and they affected day-to-day activities. AT identified loosely fit into the categories of note-taking alternatives, smartphones, multimedia presentations to support text material, alternate participation supports, graphic organizers, text-to-speech software, and other AT writing and visualization tools. CONCLUSIONS: Future research is needed on outcomes of AT implementation in this population and to explore the apparent lack of awareness of these supports by students and service providers, as evidenced by the limited research identified by this scoping review.Implications for rehabilitationThere appears to be a gap in access to assistive technology (AT) to students with mental health disabilities, except when the student has concurrent physical or learning disabilitiesThese students have additional barriers as they have little or no prior knowledge of AT, having not been previously identified in high school as needing or receiving ATAT rehabilitation would level the playing field for students with mental health disabilities, making education and student participation more accessible thus improving overall student experience.

Identifying community-dwelling older adults' vision loss during mobility assessments: A scoping review.

BACKGROUND.: Co-occurring mobility issues and vision loss are prevalent in older adults. Vision loss can cause ambulation difficulties and falls. Community-dwelling older adults frequently require mobility-aids assessment by occupational therapists. However, therapists often lack access to medical documentation on vision or training in vision assessment to ensure that clients have adequate vision for safe mobility-aid use. PURPOSE.: This study aimed to identify screening and assessment approaches to identify functional vision loss to guide mobility-aid prescription. METHOD.: A scoping review following Arksey and O'Malley's five stages was undertaken using Medline and CINAHL databases. A data-charting form was used for extraction of information about each article, including the population, vision diagnosis, and the methodology for vision screening. The data regarding vision loss and mobility of older adults were summarized for each article. FINDINGS.: Twenty-three papers were included in the study, describing screening questions and questionnaires or assessment tools to screen for vision loss in community settings. IMPLICATIONS.: The various tools identified can better prepare therapists to prescribe mobility aids appropriate for seniors' level of functional vision and to refer clients for further assessment and intervention if warranted.

Clinical report: use of the Canadian Occupational Performance Measure in vision technology.

BACKGROUND: The Canadian Occupational Performance Measure (COPM) has gained wide acceptance in general occupational therapy research and practice, however, the use of the COPM in assistive technology assessments and outcomes is not as well documented. PURPOSE: This clinical report discusses the utility of the COPM in assistive technology, as illustrated by the assessment and follow-up of clients requiring high technology vision aids. RESULTS: The COPM makes important contributions to the outcomes of providing vision aids. The COPM ensures a needs review that incorporates all areas of occupational performance, which in turn directs the clinician to match the technology to client needs. From a clinical perspective, the quantitative follow-up data are helpful to determine clients' improvement in occupational performance as well as their satisfaction with the assistive technology. For administrative purposes, the COPM results provides accountability to the funding agency. PRACTICE IMPLICATIONS: The COPM can be readily integrated into the assessment and follow-up of assistive technology service delivery and adds value to both components of the process.