TEACHING SCHOOL-BASED OCCUPATIONAL THERAPY
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CAMPUS-BASED LEARNING ACTIVITIES
It´s about the Curriculum within Occupational Therapy Programmes
Welcome to this resource website where you can find inspiration to teach your Occupational Therapy students about School-Based Occupational Therapy!
How to use this website
The website has been developed based on contributions of members of the School-Based Occupational Therapy International Network (SBOT-IN), with support from the European Network of Occupational Therapy in Higher Education (ENOTHE) which provided project funding and a wider platform for networking.
Two workshops and two questionnaires were used to enable members of the SBOT-IN to share their knowledge and experience from research and practice. This identified 11 Learning Areas, for which Learning Outcomes were formulated. This is the consensus on what every newly graduated occupational therapist should know and be able to practice.
For each Learning Outcome a number of learning activities are suggested, including useful resources, many (though not all) of which are freely accessible.
Feel free to browse this website and be inspired to use as little or much as you need to build or improve your own curriculum or to support students that complete their practice placement under your supervision.
Two workshops and two questionnaires were used to enable members of the SBOT-IN to share their knowledge and experience from research and practice. This identified 11 Learning Areas, for which Learning Outcomes were formulated. This is the consensus on what every newly graduated occupational therapist should know and be able to practice.
For each Learning Outcome a number of learning activities are suggested, including useful resources, many (though not all) of which are freely accessible.
Feel free to browse this website and be inspired to use as little or much as you need to build or improve your own curriculum or to support students that complete their practice placement under your supervision.
Your contribution:
This website is a work in progress. Please do send us any additional ideas for learning activities and materials. Also, do let us know if you find any problems, such as broken weblinks!
Learning Outcomes
These learning outcomes were developed in cooperation with voluntary members of the School-Based Occupational Therapy International Network, who have experience in practicing and/or teaching school-based occupational therapy. They were then evaluated with the support of a questionnaire. With the help of another questionnaire resources were generated and collected. The developing and working period was from 2019 till 2021.
You will find 11 learning areas as upper categories and various learning outcomes assigned to them in the main menu at the top under
"LEARNING ACTIVITIES"
You will find 11 learning areas as upper categories and various learning outcomes assigned to them in the main menu at the top under
"LEARNING ACTIVITIES"
1 Collaboration and Communication with Teachers
1.1
The OT students understand and explain the factors that support relationship development within school environments with teachers, management and parents.
1.2
The OT students understand and apply some of the strategies that support collaborative working.
1.3
The OT students actively seek the expertise, interests and talents of all possible stakeholders in the school (including parents) to establish purposeful and solution-oriented collaboration.
2 Occupational Performance Analysis
2.1
The OT students are able to complete occupational performance analysis, using the Person-Environment-Occupation model within a multi-tiered approach: Tier 1 (universal), Tier 2 (targeted for those at-risk), and at Tier 3 (individual, intensive level) in a variety of contexts throughout the school day.
2.2
The OT students demonstrate the value of occupational performance analysis for making adjustments for the child / group of children in collaboration with the teacher and other professionals in the school.
2.3
The OT students are able to describe the difference between occupational analysis and activity analysis and apply each when appropriate.
The OT students are able to complete occupational performance analysis, using the Person-Environment-Occupation model within a multi-tiered approach: Tier 1 (universal), Tier 2 (targeted for those at-risk), and at Tier 3 (individual, intensive level) in a variety of contexts throughout the school day.
2.2
The OT students demonstrate the value of occupational performance analysis for making adjustments for the child / group of children in collaboration with the teacher and other professionals in the school.
2.3
The OT students are able to describe the difference between occupational analysis and activity analysis and apply each when appropriate.
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3 Understanding School Context: Curriculum, typical school day and environment
3.1.
The OT students are familiar with the national, local and/or school level curriculum and interpret it from an occupational therapy perspective.
3.2.
The OT students understand the concept of pedagogy and how this influences a teacher's goals for children’s learning and development as well as their teaching styles.
3.3.
The OT students develop knowledge of children's diverse occupations in school environments and how these can present differently depending on the situation and context (temporal, spatial, socio cultural, and systemic factors), using the Person-Occupation-Environment model.
3.4.
The OT students demonstrate the ability to observe and gain an understanding of occupation from multiple perspectives: the child, group, teacher, school community, wider community.
The OT students are familiar with the national, local and/or school level curriculum and interpret it from an occupational therapy perspective.
3.2.
The OT students understand the concept of pedagogy and how this influences a teacher's goals for children’s learning and development as well as their teaching styles.
3.3.
The OT students develop knowledge of children's diverse occupations in school environments and how these can present differently depending on the situation and context (temporal, spatial, socio cultural, and systemic factors), using the Person-Occupation-Environment model.
3.4.
The OT students demonstrate the ability to observe and gain an understanding of occupation from multiple perspectives: the child, group, teacher, school community, wider community.
4 Tiered Model / Response to Intervention
4.1
The OT students understand and apply a multi-tiered approach to assessment, intervention and evaluation, within the OT scope of practice, in comparison to traditional individual and case-load approaches.
4.2
The OT students have an understanding of the 'client' at each tier, such as school, classroom, teacher, child(ren), parents, facility manager, school board.
4.3
The OT students prioritise Tier 1 (Universal) level of intervention and understand how interventions at each level can be combined and/or flow into each other.
The OT students understand and apply a multi-tiered approach to assessment, intervention and evaluation, within the OT scope of practice, in comparison to traditional individual and case-load approaches.
4.2
The OT students have an understanding of the 'client' at each tier, such as school, classroom, teacher, child(ren), parents, facility manager, school board.
4.3
The OT students prioritise Tier 1 (Universal) level of intervention and understand how interventions at each level can be combined and/or flow into each other.
5 Common conditions and recognizing children in need
5.1
The OT students have an understanding of general child development and learning.
5.2
The OT students can explain a number of common challenges and needs that are experienced by school children.
6 Professional Identity and Role of school-based OT
6.1
The OT students explain the role of the OT in relation to the role of other professionals working in the school setting.
6.2
The OT students demonstrate knowledge and understanding about participation and occupation-centred / top-down approaches that are required in the school setting.
6.3
The OT students critically reflect on their developing SBOT role during school-based placements and projects.
6.4
The OT students apply professional OT approaches and models that are generally utilized in school settings, e.g. P4C, Universal Design for Learning, Tiered Model, Coaching Model
The OT students explain the role of the OT in relation to the role of other professionals working in the school setting.
6.2
The OT students demonstrate knowledge and understanding about participation and occupation-centred / top-down approaches that are required in the school setting.
6.3
The OT students critically reflect on their developing SBOT role during school-based placements and projects.
6.4
The OT students apply professional OT approaches and models that are generally utilized in school settings, e.g. P4C, Universal Design for Learning, Tiered Model, Coaching Model
7 Policies and Guidelines for Inclusive Education
7.1
The OT students argue for a school-based approach based on national policies about SBOT and/or the WFOT position paper (2016).
7.2
The OT students advocate for interventions on a universal level based on legislation and policy relevant to the educational and cultural context.
7.3
The OT students identify which policy changes would be necessary in order to implement school-based approaches.
7.4
The OT students name the national curriculum guidelines and the types of educational programs in the country and discuss their role within those.
The OT students argue for a school-based approach based on national policies about SBOT and/or the WFOT position paper (2016).
7.2
The OT students advocate for interventions on a universal level based on legislation and policy relevant to the educational and cultural context.
7.3
The OT students identify which policy changes would be necessary in order to implement school-based approaches.
7.4
The OT students name the national curriculum guidelines and the types of educational programs in the country and discuss their role within those.
8 Social model of disability, diverisity and inclusion
8.1
The OT students explain inclusive education as a human rights-based approach based on various international and national position papers.
8.2
The OT students define and differentiate between inclusion, integration, segregation and exclusion and give examples in their own country (linked to UN definitions)
8.3
The OT students discuss different political educational movements in their own cultural context.
8.4
The OT students identify, discuss and critique current educational practices that support inclusion or sustain exclusion.
8.5
The OT students critically reflect on how their personal and social prejudices and privileges influence their own actions.
The OT students explain inclusive education as a human rights-based approach based on various international and national position papers.
8.2
The OT students define and differentiate between inclusion, integration, segregation and exclusion and give examples in their own country (linked to UN definitions)
8.3
The OT students discuss different political educational movements in their own cultural context.
8.4
The OT students identify, discuss and critique current educational practices that support inclusion or sustain exclusion.
8.5
The OT students critically reflect on how their personal and social prejudices and privileges influence their own actions.
9 Participation in School Activities: Occupation-focused Practice
9.1
The OT students discuss barriers to participation in different activities that occur during the school day in their cultural context, using the PEO Model.
9.2
The OT students enable children to participate in school-based occupations by applying occupational therapy reasoning, in collaboration with the teacher.
9.3
The OT students apply occupation-focused and occupation-based assessments and interventions.
The OT students discuss barriers to participation in different activities that occur during the school day in their cultural context, using the PEO Model.
9.2
The OT students enable children to participate in school-based occupations by applying occupational therapy reasoning, in collaboration with the teacher.
9.3
The OT students apply occupation-focused and occupation-based assessments and interventions.
10 Health Promotion and Prevention
10.1
The OT students demonstrate understanding of the impact of children´s occupations performed in schools on their health.
10.2
The OT students consider how international (WHO, UNICEF, WFOT) and national standards of health and health promotion can inform a comprehensive approach to school-based occupational therapy.
10.3
The OT students gather and interpret relevant data related to health and health promotion to inform appropriate judgments within occupational therapy practice.
10.4
The OT students apply occupation-based services within a multi-tiered system of supports focusing on health promotion and prevention.
The OT students demonstrate understanding of the impact of children´s occupations performed in schools on their health.
10.2
The OT students consider how international (WHO, UNICEF, WFOT) and national standards of health and health promotion can inform a comprehensive approach to school-based occupational therapy.
10.3
The OT students gather and interpret relevant data related to health and health promotion to inform appropriate judgments within occupational therapy practice.
10.4
The OT students apply occupation-based services within a multi-tiered system of supports focusing on health promotion and prevention.
11 Occupational Therapy Process
11.1
The OT students understand and select occupation-based models and approaches to apply in school contexts.
11.2
The OT students explain how a generic occupational therapy process model helps to structure the tiered approach to school-based intervention
11.3
The OT students are able to plan and/or implement a full school- based intervention incorporating all three tiers.
The OT students understand and select occupation-based models and approaches to apply in school contexts.
11.2
The OT students explain how a generic occupational therapy process model helps to structure the tiered approach to school-based intervention
11.3
The OT students are able to plan and/or implement a full school- based intervention incorporating all three tiers.