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Content for educational programs in school-based occupational therapy from a practice perspective

N J Powell1

  • 1Department of Occupational Therapy, College of Pharmacy and Allied Health Professions, Wayne State University, Detroit, MI 48202.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|February 1, 1994
PubMed
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Occupational therapists in schools need updated training in sensorimotor, feeding, and adaptive device interventions. Neurophysiological approaches and practical skills like time management are crucial for current and future school-based occupational therapy practice.

Area of Science:

  • Occupational Therapy
  • Pediatric Education
  • School-Based Practice

Background:

  • Occupational therapy in schools has evolved over two decades.
  • Updated information is required for professional education curricula.
  • Current practice demands necessitate curriculum revision.

Purpose of the Study:

  • To identify essential roles, functions, and tasks for school-based occupational therapists.
  • To inform updates in occupational therapy professional education content.
  • To guide curriculum development based on practitioner needs.

Main Methods:

  • A survey was distributed to occupational therapists in Michigan schools.
  • 136 therapists responded, representing a 59% response rate.
  • Data gathered informed curricular content decisions.

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Main Results:

  • Key intervention areas include sensorimotor, object manipulation, perception, and biomechanics.
  • Essential skills encompass feeding, dressing, and adaptive/assistive device use.
  • Content on positioning, seating, wheelchair use, play, and leisure is highly relevant.

Conclusions:

  • Neurophysiological approaches and student assessment are critical educational needs.
  • Practitioners require continuing education in neurophysiological methods.
  • Time management and large caseload strategies are vital for practitioner preparation.