Content for Educational Programs in School-Based Occupational Therapy From a Practice Perspective

Abstract

Neurophysiological approaches and assessment of students in schools were viewed by respondents as the most needed by current students in educational programs. Current needs of practitioners for continuing education focused on neurophysiological approaches; respondents reported that information about these approaches was also most needed when beginning to practice. More instruction in time management and techniques for dealing with large caseloads were noted to be important areas to address in the preparation of practitioners in schools.

Variables Related to Successful School-Based Practice

“…Powell (1994) surveyed 229 occupational therapists working in Michigan schools. She found that 98% of therapists addressed sensorimotor skills, 950/0 included object manipulation, and 93% included perceptual and biomechanical areas in treatment.…”

Perceptions of Computer Literacy Among Occupational Therapy Students

“…Kanny, Anson, and Smith (1991) surveyed entrylevel occupational therapy curriculum directOrs and identified 11 areas of technology training included in their curricula: augmentative communication; cognition and memory; device interfaces; environmental access; computer technology; ethical, legal, and funding issues; prosthetics and orthotics; roles of service providers; sensory aids; vehicle modifications; and wheeled mobility. Given the increased use of technology in current occupational therapy practice (Angelo, 1992;Angelo & Smith, 1993;Anson, 1994;Bates, Spencer, Young, & Rintala, 1993;Bay, 1991;Buning & Hanzlik, 1993;Holm & Rogers, 1991;Lau & O'leary, 1993;Pedretti et al, 1992;Post, 1993;Rogers & Holm, 1991;Shuster, 1993;Swinth, Anson, & Deitz, 1993), it is not surprising that 88% of the survey respondents indicated that introductory-level technology skills should be included in entry-level occupational therapy curricula.…”

“…Although 11 areas were specified, computer technology content constituted 25.5% of required content in technology and 41.9% of elective content in technology in the 59 programs that responded to the survey, the largest percentages of both required and elective technology content in occupational therapist curricula (Kanny et al, 1991). In current practice, computer technology can be used for patient evaluation and intervention as well as to gain easy access to patient databases, develop computerized patient care and discharge plans, access product databases and rehabilitation technology suppliers, participate in distance learning, and communicate with other professionals via the Internet (Anson, 1994;Hammel & Smith, 1993;Powell, 1994;. Technology competencies for preservice training (e.g., occupational therapy educational curricula) and continuing education, including computer technology competencies, have been developed by the AOTA Technology Special Interest Section (Hammel & Smith, 1993).…”

Occupational Justice, School Connectedness, and High School Dropout: The Role of Occupational Therapy in Meeting the Needs of an Underserved Population

“…The involvement of occupational therapists with at-risk youth will also be difficult in part because referrals and levels of existing occupational therapy services dramatically decrease after children move into middle school, a critical point for school connectedness and dropping out (Gangl, Neufeld, & Berg, 2011;Powell, 1994). Occupational therapists who work in school-based systems are not typically included on school transition planning teams, which restricts their potential impact at a crucial point in students' academic careers.…”