Resources are organised into four lists.
- Free resources with weblinks
- Articles
- Books and other resources that need to be paid for.
- Resources in other languages
1. Free resources / weblinks:
AOTA: Workload Approach: A Paradigm Shift for Positive Impact on Student Outcomes https://www.aota.org/-/media/Corporate/Files/Practice/Children/APTA-ASHA-AOTA-Joint-Doc-Workload-Approach-Schools-2014.pdf
CanChild “Tools for Services in Schools” https://www.canchild.ca/en/research-in-practice/services-in-school/tools-for-services-in-schools (Canada)
Centre for Studies on Inclusive Education (SCIE) - information and resources for the UK and internationlly: www.csie.org.uk/
CIRLCE – Child Inclusion Research into Curriculum, Learning and Education (Scotland) https://www.thirdspace.scot/circle/
European Agency for Special Needs and Inclusive Education, (EASNIE) (2014). www.european-agency.org/
Every Moment Counts – Promoting Mental Health Throughout the Day (Canada) https://everymomentcounts.org/
Handwriting Without Tears: www.lwtears.com (not free)
Kramer-Roy, D (ed) (2018). Incluive Education in Pakistan: A Resource Guide for Teachers and Occupational Therapists. https://www.researchgate.net/publication/334898615_Inclusive_Education_in_Pakistan_A_Resource_Guide_for_Teachers_Occupational_Therapists_Available_wwwotiepakistanpk
Lynch, H., Ring, E., Boyle, B., Moore, A., O'Toole, C., O'Sullivan, L., ... & O'Sullivan, D. (2020). Evaluation of the in-school and early years therapy support demonstration project. In Evaluation of the In-School and Early Years Therapy Support Demonstration Project, Research Report No. 28 (pp. 1-200). National Council for Special Education. Available: https://cora.ucc.ie/bitstream/handle/10468/11627/Demo-project-evaluation-fInal-for-web-upload.pdf?sequence=1
LUDI Play for Children with Disabilities: https://www.ludi-network.eu/
Mosston's Spectrum of Teaching Styles: http://users.rowan.edu/~conet/ElemPE/mosston-teaching-styles.html
Occupation Based Community Development Framework (South Africa) https://vula.uct.ac.za/access/content/group/9c29ba04-b1ee-49b9-8c85-9a468b556ce2/OBCDF/pages/intro.html
Organisation for Economic Co-operation and Development (OECD) (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession: https://www.oecd.org/education/pedagogical-knowledge-and-the-changing-nature-of-the-teaching-profession-9789264270695-en.htm
Partnering for Change: https://www.canchild.ca/en/research-in-practice/current-studies/partnering-for-change and https://www.partneringforchange.ca/what-is-p4c/model/ (CanChild, Canada)
Not free, but very good: P4C Modules online: https://www.canchild.ca/en/shop/27-partnering-for-change-p4c-ot-modules
School Survey – international project on school experiences of children: https://www.younglives.org.uk/content/school-survey
UNESCO Resources on Education of Disabled Persons - links to freely downloadable books: en.unesco.org/themes/inclusion-in-education/disabilities/resources
UNICEF Resources on Inclusive Education - links to freely downloadable resources: www.unicef.org/education/inclusive-education
Villeneuve, M (2011). Learning Together: Applying Socio-cultural Activity Theory to Collaborative Consultation in School-Based Occupational Therapy. PhD Thesis, Queens University Canada. https://qspace.library.queensu.ca/bitstream/handle/1974/6787/Villeneuve_Michelle_A_201109_PhD.pdf?sequence=1&isAllowed=y
2. Articles (mostly through subscription, but some are free to download through ResearchGate or Google Scholar)
The Journal of Occupational Therapy in Schools and Early Intervention (JOTSEI) has many useful articles: https://www.tandfonline.com/toc/wjot20/current?gclid=CjwKCAjw_L6LBhBbEiwA4c46ut19qyw8WVfbkqavmpzR7gREDpEOdg1jx9K5tgzW53f3n86fsmUJaxoCfNgQAvD_BwE
American Occupational Therapy Association (AOTA) (2020) The Occupational Therapy Practice Framework (4th edition). American Journal of Occupational Therapy, August 2020, Vol. 74, 7412410010. https://doi.org/10.5014/ajot.2020.74S2001
Bannigan K, Moores A. A Model of Professional Thinking: Integrating Reflective Practice and Evidence Based Practice. Canadian Journal of Occupational Therapy. 2009;76(5):342-350. doi:10.1177/000841740907600505
Bazyk, S., & Bazyk, J. (2009). The meaning of occupational therapy groups for low-income youth: A phenomenological study. The American Journal of Occupational Therapy, 6, 69-80;
Bazyk, S. (2006). Creating occupation-based social skills groups in after-school care. Occupational Therapy Practice, 11, 13-18.
Bazyk, S., Demirjian, L., Horvath, F., & Doxsey, L. (2018). The Comfortable Cafeteria program for promoting student participation and enjoyment: An outcome study. American Journal of Occupational Therapy, 74 (3), 1-9, https://doi.org/10.5014/ajot2018.02379
Bazyk, S., Goodman, G., Michaud, P., Papp, P., & Hawkins, E. (2009). Integration of occupational therapy services in a kindergarten curriculum: A look at the outcomes. The American Journal of Occupational Therapy, 63, 160-171.
Cahill, S., & Bazyk, S. (2019). School-Based Occupational Therapy. Chapter in Clifford O’Brien, J & Kuhaneck, H (eds.). Case-Smith’s Occupational Therapy for Children & Adolescents (8th edition). Mosby.
Challita J, Chapparo C, Hinitt J, Heard R. (2019). Effective occupational therapy intervention with children demonstrating reduced social competence during playground interactions. British Journal of Occupational Therapy, 82(7):433-442. doi:10.1177/0308022619832467
Clifford O’Brien, J & Kuhaneck, H (eds) (2019) Case-Smith’s Occupational Therapy for Children & Adolescents (8th edition). Mosby.
Chu, S. (2017). Supporting children with special educational needs (SEN): An introduction to a 3-
tiered school-based occupational therapy model of service delivery in the United Kingdom. World Federation of Occupational Therapists Bulletin, 73(2), 107-116.
Dancza, K., Warren, A., McKay, E. A., Taylor, A., Moran, M., Rodger, S., Copley, J. (2013) “Learning experiences on role-emerging placements: An exploration from the students’ perspective” Australian Occupational Therapy Journal, Volume 60, Issue 6, pages 427–435
Dancza, K., Copley, J., Moran, M. (2019) “Occupational therapy student learning on role-emerging placements in schools.” British Journal of Occupational Therapy, 82(9), pages 567-577
Dancza, K., Copley, J., Moran, M., Rodger, S., (2016) “The development of a theory-informed workbook as an additional support for students on role-emerging placements” British Journal of Occupational Therapy, 79(4), pages 235–243
Gantschnig, Brigitte Elisabeth; Hemmingsson, Helena; La Cour, Karen, 2011. Feeling and being involved? : participation experienced by children with disabilities at regular schools in Austria. Journal of Occupational Therapy, Schools, & Early Intervention. 4(3-4), S. 260-275. Verfügbar unter: https://doi.org/10.1080/19411243.2011.633424
Kaelin VC, Wallace ER, Werler MM, Collett BR, Rosenberg J, Khetani MA. Caregiver perspectives of school participation among students with craniofacial microsomia. Am J Occup Ther. 2021;75:7502205100. doi: 10.5014/ajot.2021.041277
Kaelin, V.C., Dancza, K. (2019) “Perceptions of occupational therapy threshold concepts by students in role‐emerging placements in schools: A qualitative investigation.” Australian Journal of Occupational Therapy, 66, pages 711–719.
Kramer-Roy, D, Hashim, D, Tahir, N, Khan, A, Khalid, A, Faiz, N, Minai, R, Jawaid, S, Khan, S, Rashid, R and Frater, T (2020). The developing role of occupational therapists in school-based practice: experiences from collaborative action research in Pakistan. British Journal of Occupational Therapy, 83(6), 375-386. DOI: 10.1177/0308022619891841
Maciver, D., Hunter, C., Johnston, L., & Forsyth, K. (2021). Using Stakeholder Involvement, Expert Knowledge and Naturalistic Implementation to Co-Design a Complex Intervention to Support Children’s Inclusion and Participation in Schools: The CIRCLE Framework. Children, 8(3), 217.
Missiuna C, Pollock N, Campbell W, et al. Using an innovative model of service delivery to identify children who are struggling in school. British Journal of Occupational Therapy. 2017;80(3):145-154.
Missiuna, C. A., Pollock, N. A., Levac, D. E., Campbell, W. N., Whalen, S. D. S., Bennett, S. M., ... & Russell, D. J. (2012). Partnering for change: An innovative school-based occupational therapy service delivery model for children with developmental coordination disorder. Canadian Journal of Occupational Therapy, 79(1), 41-50.
O’Donoghue, C., O’Leary, J., & Lynch, H. (2021). Occupational Therapy Services in School-Based Practice: A Pediatric Occupational Therapy Perspective from Ireland. Occupational Therapy International, 2021.
Sterman, J., Villeneuve, M., Spencer, G., Wyver, S., Beetham, K. S., Naughton, G., ... & Bundy, A. (2020). Creating play opportunities on the school playground: Educator experiences of the Sydney Playground Project. Australian occupational therapy journal, 67(1), 62-73.
Strogilos, V., Lacey, P., Xanthacou, Y., & Kaila, M. (2011). Collaboration and integration of services in Greek special schools: two different models of delivering school services. International Journal of Inclusive Education, 15(8), 797-818.
Truong, Vi & Hodgetts, S (2017) An exploration of teacher perceptions toward occupational therapy and occupational therapy practices: A scoping review, Journal of Occupational Therapy, Schools, & Early Intervention, 10:2, 121-136, DOI: 10.1080/19411243.2017.1304840
Wilkes, S., Cordier, R., Bundy, A., Docking, K., & Munro, N. (2011). A play‐based intervention for children with ADHD: A pilot study. Australian occupational therapy journal, 58(4), 231-240.
Wilson, A. L., & Harris, S. R. (2018). Collaborative occupational therapy: Teachers' impressions of the partnering for change (P4C) model. Physical & occupational therapy in pediatrics, 38(2), 130-142.
3. Books
Bazyk, S. (Ed.). (2011). Mental health promotion, prevention, and intervention with children and youth: A guiding framework for occupational therapy. AOTA Press. Link: https://myaota.aota.org/shop_aota/product/900470U [can be purchased as an e-book]
Clark, G. F., In Fioux, J. E., In Chandler, B. E., & Cashman, J. (2019). Best practices for occupational therapy in schools. AOTA Press;
Dancza, K., & Rodger, S. (2018). Implementing Occupation-centred Practice: A Practical Guide for Occupational Therapy Practice Learning. Routledge
Frolek Clark, G, Rioux, JE, Chandler, BE (2019). Best Practices for Occupational Therapy in Schools (2nd edition). AOTA. Available to buy here: https://myaota.aota.org/shop_aota/product/900411
Hanft, B and Shepherd, J. 2nd edn. (2015). Collaboration for Student Success. A Guide for School-Based Occupational Therapy. AOTA Press.
Newman, B. M., & Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning.
O’Brien, JC & Kuhaneck, H (eds.). Case-Smith’s Occupational Therapy for Children & Adolescents (8th edition). Mosby.
Rodger, S & Kennedy-Behr, A (2017). Occupation-centred Practice with Children : a Practical Guide for Occupational Therapists. Wiley Blackwell.
N4. Resources in other languages:
Dutch:
Van De Putte, I., De Schauwer, E. (2018). Leren omgaan met diversiteit in de klas. Het GOL(L)D-concept in de praktijk. Tielt: Uitg. Lannoo.
Clement, J. (2015). Inspirerend coachen. Tielt: Uitg. Lannoo (GR(R)OW_ based on: GROW coaching method (Whitmore, J.)
Pameijer, N., van Beukering, T. & de Lange, S. (2009). Handelingsgericht werken: een handreiking voor het schoolteam. Samen met de collega’s, leerlingen en ouders aan de slag. Leuven/Den Haag, Acco.
https://www.prodiagnostiek.be/?q=leermodule-hgw-uitgangspunten
https://www.topuntgent.be/files/kcfinder/files/evenementen/2019-04-26_studiedag_hgw_26_apr/uitgangspunten_handelingsgericht_werken_versie_april_2019.pdf
Piškur, B., Meuser,S., Hennissen, P. (2019). Partnerschap in de klas door P4C- NL. https://zuyd.figshare.com/articles/Partnership_in_de_klas/7937756 , geraadpleegd op 5 oktober 2020.
OVSG, Gesprek over participatie met 3 ondersteuners binnen IAC-trajecten in onderwijs https://www.youtube.com/watch?v=6QsVZ7PaN9g&t=11s
Zinkstok, R, Schiller, S en Engelen A (2016). Het Community Develpoment Framwork. De elementen van het reflectiekader. https://info.ergotherapie.nl/file/download/default/EF231654488098FBABB69C941836434F/Het%20Community%20Development%20Framework.pdf
Granse, M. le., Hartingsveldt, M.van , Kinébanian, A. (2017). Grondslagen van de Ergotherapie . Houten: Bohn Stafleu van Loghum.
KNMG (2020). Ethische toolkit, https://www.knmg.nl/advies-richtlijnen/ethische-toolkit/start.htm
German:
Jakob D, Meister M, Kaelin V. Ergotherapie als Unterstützung in Schweizer Schulen [Occupational therapy supporting Swiss schools]. Prax Ergother. 2018;6:344-349.
Weber N, Jébai N, Kaelin V. Organisiert durch den Schulalltag [Being organized at school]. Prax Ergother. 2017;6:354-358
Chavez C, Frey S, Hollinger T, Kaelin V. Ergotherapiestudierende im Schulzimmer: Hat sich da jemand verirrt? Schulbasierte Ergotherapie [Occupational therapy students in the classroom: Are they supposed to be there? School-based occupational therapy]. Prax Ergother. 2017;5:293-297.
Zillhardt C, Hasselbusch A, Kaelin V. Partizipation im inklusiven Schulalltag ermöglichen [Enabling participation in everyday school life]. Ergopraxis. 2018;9:28-31. doi: 10.1055/a-0632- 7173
Nationales Positionspapier aus Österreich-National Position Paper from Austria
www.ergotherapie.at/sites/default/files/schul-und_kindergartenbasierte_ergotherapie_positionspapier_ergotherapie.pdf
www.aktion-mensch.de/dafuer-stehen-wir/was-ist-inklusion
Dutch:
Van De Putte, I., De Schauwer, E. (2018). Leren omgaan met diversiteit in de klas. Het GOL(L)D-concept in de praktijk. Tielt: Uitg. Lannoo.
Clement, J. (2015). Inspirerend coachen. Tielt: Uitg. Lannoo (GR(R)OW_ based on: GROW coaching method (Whitmore, J.)
Pameijer, N., van Beukering, T. & de Lange, S. (2009). Handelingsgericht werken: een handreiking voor het schoolteam. Samen met de collega’s, leerlingen en ouders aan de slag. Leuven/Den Haag, Acco.
https://www.prodiagnostiek.be/?q=leermodule-hgw-uitgangspunten
https://www.topuntgent.be/files/kcfinder/files/evenementen/2019-04-26_studiedag_hgw_26_apr/uitgangspunten_handelingsgericht_werken_versie_april_2019.pdf
Piškur, B., Meuser,S., Hennissen, P. (2019). Partnerschap in de klas door P4C- NL. https://zuyd.figshare.com/articles/Partnership_in_de_klas/7937756 , geraadpleegd op 5 oktober 2020.
OVSG, Gesprek over participatie met 3 ondersteuners binnen IAC-trajecten in onderwijs https://www.youtube.com/watch?v=6QsVZ7PaN9g&t=11s
Zinkstok, R, Schiller, S en Engelen A (2016). Het Community Develpoment Framwork. De elementen van het reflectiekader. https://info.ergotherapie.nl/file/download/default/EF231654488098FBABB69C941836434F/Het%20Community%20Development%20Framework.pdf
Granse, M. le., Hartingsveldt, M.van , Kinébanian, A. (2017). Grondslagen van de Ergotherapie . Houten: Bohn Stafleu van Loghum.
KNMG (2020). Ethische toolkit, https://www.knmg.nl/advies-richtlijnen/ethische-toolkit/start.htm
German:
Jakob D, Meister M, Kaelin V. Ergotherapie als Unterstützung in Schweizer Schulen [Occupational therapy supporting Swiss schools]. Prax Ergother. 2018;6:344-349.
Weber N, Jébai N, Kaelin V. Organisiert durch den Schulalltag [Being organized at school]. Prax Ergother. 2017;6:354-358
Chavez C, Frey S, Hollinger T, Kaelin V. Ergotherapiestudierende im Schulzimmer: Hat sich da jemand verirrt? Schulbasierte Ergotherapie [Occupational therapy students in the classroom: Are they supposed to be there? School-based occupational therapy]. Prax Ergother. 2017;5:293-297.
Zillhardt C, Hasselbusch A, Kaelin V. Partizipation im inklusiven Schulalltag ermöglichen [Enabling participation in everyday school life]. Ergopraxis. 2018;9:28-31. doi: 10.1055/a-0632- 7173
Nationales Positionspapier aus Österreich-National Position Paper from Austria
www.ergotherapie.at/sites/default/files/schul-und_kindergartenbasierte_ergotherapie_positionspapier_ergotherapie.pdf
www.aktion-mensch.de/dafuer-stehen-wir/was-ist-inklusion