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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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Accommodating Students with Disabilities: Fieldwork Educators' Experiences.

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    Canadian Journal of Occupational Therapy. Revue Canadienne D'Ergotherapie
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    Summary
    This summary is machine-generated.

    Occupational therapy fieldwork educators in Canada focus on student learning and use their professional skills to accommodate students with disabilities. Providing educators with adequate time and support is crucial for effective fieldwork experiences.

    Keywords:
    Disabled studentsEducationEnseignants cliniquesFieldwork educatorsProfessional programsUniversitiesenseignementpersonnes étudiantes qui ont une expérience du handicapprogrammes professionnelsuniversités

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    Area of Science:

    • Occupational therapy education
    • Disability studies in healthcare
    • Experiential learning

    Background:

    • Fieldwork is integral to occupational therapy experiential learning.
    • Educators face challenges with reasonable accommodations for students with disabilities.
    • Students with disabilities report discrimination and inflexible fieldwork environments.

    Purpose of the Study:

    • To explore Canadian occupational therapy fieldwork educators' experiences accommodating students with disabilities.
    • To develop practical recommendations for improving disability-related accommodations in fieldwork settings.

    Main Methods:

    • Interpretive description qualitative study.
    • Interviews conducted with 11 occupational therapy fieldwork educators.
    • Data analyzed using a constant comparative approach.

    Main Results:

    • Educators centered their accommodation strategies around the meta-theme of "Learning."
    • Key subthemes included focusing on preparation for professional practice, utilizing occupational therapy skills, and recognizing contextual influences on student learning.
    • Educators viewed accommodations as opportunities to enhance student learning outcomes.

    Conclusions:

    • Fieldwork educators can align accommodations with learning outcomes and leverage their skills for implementation.
    • Effective accommodation requires educators to have sufficient time and support.
    • Collaboration between educators and students is key to successful fieldwork experiences for all.