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Research Article  |   February 1994
Content for Educational Programs in School-Based Occupational Therapy From a Practice Perspective
Author Affiliations
  • Nancy J. Powell, PhD, MFA, OTR/L, FAOTA, is an Associate Professor in the Department of Occupational Therapy, College of Pharmacy and Allied Health Professions, Wayne State University, Detroit, Michigan 48202
Article Information
Assistive Technology / Education of OTs and OTAs / Research
Research Article   |   February 1994
Content for Educational Programs in School-Based Occupational Therapy From a Practice Perspective
American Journal of Occupational Therapy, February 1994, Vol. 48, 130-137. doi:10.5014/ajot.48.2.130
American Journal of Occupational Therapy, February 1994, Vol. 48, 130-137. doi:10.5014/ajot.48.2.130
Abstract

Objectives. After approximately two decades of occupational therapy in the schools, updated information is needed on performance of roles, functions, and tasks for educators to use in updating content in occupational therapy professional education.

Method. A survey was sent to occupational therapists practicing in Michigan schools to gather information upon which curricular content decisions could be based. One hundred thirty-six therapists (59% of the population sampled) responded to the survey.

Results. The following intervention areas were performed most by respondents in the sample and, therefore, are needed in educational programs: sensorimotor, object manipulation, perception, biomechanics, dressing, feeding, use of adaptive and assistive devices, content related to positioning, seating, and wheelchair use, and play and leisure skills.

Conclusion. 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.