ABSTRACT
This chapter focuses on policies and regulations that affect the day-to-day work of a rehabilitation engineer. It examines policies and regulations relating to initial training and certification that prepare an individual for entry into the engineering profession. Formal education, training, and accreditation for rehabilitation engineers often includes undergraduate training to attain an agreed set of graduate attributes, followed by workplace-based training to develop key competencies needed for independent practice. In 1981, Australia, Canada, Ireland, New Zealand, the United Kingdom, and the United States observed substantial equivalence across the processes, policies, criteria, and requirements for granting accreditation to university-level programs. Rehabilitation engineering is currently not offered as a traditional undergraduate program in its own right. Engineers employed in rehabilitation settings may attain graduate attributes in related, broader disciplines such as biomedical, mechanical, electrical, electronic, or software engineering. Credentialing and accreditation for professionals and services exist in many industries.
