Determine how to capture, govern, and correct parental caregiving knowledge

Determine how the tacit knowledge required for habilitative assistive technology for adults with intellectual and developmental disabilities should be collected, who should own it, and how errors in that knowledge should be corrected during transitions to semi-independent living.

Background

The paper argues that parents possess tacit, individualized knowledge about routines, communication styles, safety concerns, preferred prompts, and subtle signs of difficulty that is essential for effective, growth-oriented support. This knowledge is vulnerable to being lost when an adult with intellectual and developmental disabilities transitions from parental care to semi-independent living and encounters new caregivers or settings.

Although the paper proposes pre-transition onboarding and technology-mediated continuity as design principles, it explicitly leaves unresolved the practical mechanisms for collecting this knowledge, determining ownership and governance of the resulting data, and correcting inaccuracies. These issues are important for ensuring that assistive technologies do not preserve outdated or erroneous support practices and for addressing ethical and operational responsibilities within the care network.