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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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Applying Incongruent Visual-Tactile Stimuli during Object Transfer with Vibro-Tactile Feedback
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How much is Universal Accessibility Actually Taught in Canadian Occupational Therapy Programs?

Alicia Ruiz-Rodrigo, David Gotti, Ernesto Morales

    Canadian Journal of Occupational Therapy. Revue Canadienne D'Ergotherapie
    |June 2, 2025
    PubMed
    Summary
    This summary is machine-generated.

    Occupational therapy programs in Canada teach universal accessibility (UA) content, but training is inconsistent. More defined concepts are needed to solidify the occupational therapist

    Keywords:
    AccessibilityAccessibilitéCurriculumEnvironmentOccupational therapyTrainingenvironnementergothérapieformationprogrammes d’études

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    Area of Science:

    • Occupational Therapy Education
    • Universal Design
    • Accessibility in Healthcare

    Background:

    • The environment significantly impacts occupational participation.
    • Current occupational therapy training may have limited focus on universal accessibility (UA).
    • Understanding the extent of UA education in Canadian occupational therapy programs is crucial.

    Purpose of the Study:

    • To investigate the scope and depth of universal accessibility (UA) content within Canadian university occupational therapy curricula.
    • To identify gaps and variations in UA education across different programs.

    Main Methods:

    • A mixed-methods approach combining surveys distributed to occupational therapy programs across Canada.
    • Collection and analysis of course syllabi related to universal accessibility (UA).
    • Descriptive statistics and content descriptive analysis were employed.

    Main Results:

    • All surveyed programs (13/14) include UA content, but only seven offer dedicated accessibility courses.
    • Seven programs provide internships focused on UA, indicating practical application opportunities.
    • Identified gaps include limited knowledge, insufficient depth, and poor interprofessional collaboration in UA training.

    Conclusions:

    • Universal accessibility (UA) education in Canadian occupational therapy programs is heterogeneous.
    • Consensual definitions of UA concepts are necessary to clarify the occupational therapist's role.
    • Enhancing UA training is vital for occupational therapists to promote inclusive environments.