Accessible EnvironmentsLaajuus (3 ECTS)

Objective

The student can observe and identify the effects of the built environment on a person's functioning. The student can identify the factors affecting the accessibility of the environments and guidelines and recommendations to promote accessibility. The student can point out which kind of solutions are promoting the funtioning of the client. The student also knows the potential of daily used assistive equipment in promoting functioning. The student knows the service process steps and their principles in the role of a health informatics engineer.

Content

- the relationship of the environment, assistive equipment and human functioning
- the accessibility of the built environment and the guiding rules and regulations
- planning of the accessible environment
- assistive tool services and the service process steps
- the role of a health informatics engineer in assistive equipment service process
- the most commonly used assistive technology

Qualifications

Participating and Functioning Human Being (recommended).

Assessment criteria, satisfactory (1)

Students use the appropriate core concepts as well as make choices using the knowledge base of their own professional field. They recognise the prerequisites and consequences of their own actions.
Students’ actions follow the given rules and instructions given, and they use working methods appropriately and safely.
Students work according to the professional ethics of their own field, and they act responsibly as group members.

Assessment criteria, good (3)

Students analyse the relationships between appropriate core concepts as well as justify their choices using the knowledge base of their own professional field. They analyse the prerequisites and consequences of their own actions.
Students act according to the rules and instructions given in their operating environment, and they use working methods appropriately and safely.
Students work according to the professional ethics of their own field, and they act flexibly as group members.

Assessment criteria, excellent (5)

Students analyse and assess the relationships between appropriate core concepts as well as make choices using the knowledge base of their own professional field. They assess the prerequisites and consequences of their own actions.
Students act initiatively and goal-orientedly in diverse operating environments, and they apply working methods appropriately and safely.
Students work according to professional ethics in varied situations, and their functioning enhances group activities.

Further information

Student skills are assessed using a common two step evaluation framework [of Social Services group of Degree programmes]:

Student skill assessment, Framework

I Skills development: Phase 1