UTSDGs

【USR】Integration and Diffusion of Medical-Elderly Care and Higher Education Perspectives: Constructing a Social Prescription and Linking Worker Innovation and Development Hub - Cultural Prescription – Easy-to-Read Teaching Toolkit for Cultural Institutions and Dementia-Friendly Training Worksh

This lecture aims to cultivate students' sensitivity to the needs of individuals with dementia and intellectual disabilities in terms of information comprehension, social participation, and cultural engagement. Through a hands-on workshop, the course also enhances students' abilities in designing and applying easy-to-read (E2R) information. The course begins by introducing the definitions and differences between dementia and intellectual disabilities, helping students build proper care concepts and understand the importance of respect and empathy. The instructor emphasized that, compared to past approaches focused on "compliance or coaxing," modern care should highlight respectful communication and information accessibility. Following this, the course presents the "Easy-to-Read Design Guidelines" and the "Cultural Institution Easy-to-Read Toolkit," guiding students to create easy-to-read manuals. Key elements such as clear language, intuitive layouts, and visual aids are emphasized. The lecture also discusses future trends in easy-to-read information, including digital and multimedia applications, and notes that these tools should not be limited to individuals with disabilities but also benefit the elderly, new immigrants, and other diverse groups. Finally, through group practice and hands-on application of the STEEP interaction techniques for individuals with dementia, students engaged in simulated interactions with elderly participants, learning to communicate respectfully and effectively using appropriate non-verbal cues and simplified language. Overall, the course integrates theory with practical training, enhancing students’ interdisciplinary application skills and professional competence in cultural care.

Implemented by Center for Teaching and Learning Development
Date: 2025/03/15