An ideal model of an assistive technology assessment and delivery process

The purpose of the present work is to present some aspects of the Assistive Technology Assessment (ATA) process model compatible with the Position Paper 2012 by AAATE/EASTIN. Three aspects of the ATA process will be discussed in light of three topics of the Position Paper 2012: (i) The dimensions and the measures of the User eXperience (UX) evaluation modelled in the ATA process as a way to verify the efficient and the evidence-based practices of an AT service delivery centre; (ii) The relevance of the presence of the psychologist in the multidisciplinary team of an AT service delivery centre as necessary for a complete person-centred assistive solution empowering users to make their own choices; (iii) The new profession of the psychotechnologist, who explores users needs by seeking a proper assistive solution, leading the multidisciplinary team to observe critical issues and problems. Through the foundation of the Position Paper 2012, the 1995 HEART study, the Matching Person and Technology model, the ICF framework, and the pillars of the ATA process, this paper sets forth a concept and approach that emphasise the personal factors of the individual consumer and UX as key to positively impacting a successful outcome and AT solution

Grand Challenges: Improving HIV Treatment Outcomes by Integrating Interventions for Co-Morbid Mental Illness.

In the fourth article of a five-part series providing a global perspective on integrating mental health, Sylvia Kaaya and colleagues discuss the importance of integrating mental health interventions into HIV prevention and treatment platforms. Please see later in the article for the Editors' Summary

Improving the early life outcomes of Indigenous children: implementing early childhood development at the local level

One of Australia’s greatest challenges is the elimination of the gap between the developmental outcomes of Indigenous and non-Indigenous children in the early years of life. This paper reviews existing research and presents strategies to improve early childhood development among Indigenous Australians. Aims of this paper The aims of this paper are to: outline what we know about the size of the gap in early childhood development (ECD) between Indigenous and non-Indigenous Australians, and the social determinants of ECD establish why localised ECD is an effective means to close the gap in the early childhood years describe the conditions under which localised ECD is more likely to be successful and how to put them into practice describe 3 broad strategies to promote physical, social-emotional and language-cognitive domains of development and reduce developmental risk. To review and synthesise the broad and diverse knowledge relevant to localised ECD, several sources were consulted including peer-reviewed scientific literature, policy documents and reports from governments, international agencies and civil society groups

Scaling-up Early Learning in Ethiopia: Exploring the Potential of O-Class

SDG Target 4.2 identifies ‘pre-primary education’ as a strategy to strengthen school readiness and contribute to the quality and outcomes of education, which is supported by the powerful evidence from evaluation research. The challenge faced by many countries is to deliver the proven potential of well-planned, quality programmes to scale. This working paper summarises Ethiopia’s growing commitment to pre-primary education and reports recent Young Lives engagement with the Ministry of Education in Ethiopia and other partners to support scale-up. Ethiopia’s most recent ambitious targets for early learning have been set out in the Fifth Education Sector Development Programme (ESDP V 2015), with pre-primary classes (known as O-Class) within primary schools being seen as the most rapid route to scale-up. The paper reports on the progress and the challenges in delivering ambitious targets. We report key findings from exploratory fieldwork on two key themes, namely the response of Regional Education Bureaus in planning, financing, management and ensuring human capacity for scale-up; and the potential of Ethiopia’s Colleges of Teacher Education to supply sufficient trained teachers to work with young children, especially in the rapidly expanding O- Classes. The final section draws on parallel experiences of other countries, notably Grade R in South Africa, and reports on six key challenges for scale-up; equity; age-appropriateness; cross- sectoral coordination; capacity building; and research and evidence. Other key challenges go beyond the scope of this working paper, notably the models for governance and financing that can deliver quality early education for all. While Ethiopia’s initiative to scale-up O-Class is a welcome indicator of policy commitment to SDG Target 4.2, we conclude that there is a risk that low quality pre-primary programmes will not deliver on the potential of early childhood education and that children (especially poor children) will be the losers