School-Based Occupational Therapists’ Use of Assistive Technology

Physical and occupational therapists commonly provide services that incorporate prosthetic and orthotic devices such as crutches, canes, reachers, and ankle–foot orthoses to support mobility and activities of daily living (ADLs). Likewise, speech-language pathologists provide services incorporating prosthetic devices to support communication such as an electrolarynx, microcomputers, and mobile devices and apps with voice output capability. Assistive technology for cognition (ATC) includes the use of personal digital assistants (PDAs), tablets, and smart phones — cognitive prostheses — to compensate for cognitive challenges following acquired brain injury (ABI). Whereas funding sources for devices and services that support/compensate for mobility, ADLs, and communication challenges are generally well established, funding for ATC devices and services is relatively new to the field of speech-language pathology. This article explores the funding aspect of ATC devices and services.

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The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

British Journal of Occupational Therapy ◽

10.1177/0308022619891841 ◽

2020 ◽

Vol 83 (6) ◽

pp. 375-386

Author(s):

Debbie Kramer-Roy ◽

Denise Hashim ◽

Nighat Tahir ◽

Areeba Khan ◽

Asma Khalid ◽

...

Keyword(s):

Action Research ◽

Occupational Therapy ◽

Inclusive Education ◽

Primary Schools ◽

Occupational Therapists ◽

Collaborative Action Research ◽

School Level ◽

Collaborative Action ◽

School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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Traumatic Brain Injury (TBI) in School-Based Populations: Common Sequelae and Assistive Technology Interventions

Advances in Neurodevelopmental Disorders ◽

10.1007/s41252-018-0071-7 ◽

2018 ◽

Vol 2 (3) ◽

pp. 310-321 ◽

Cited By ~ 2

Author(s):

Amy Pacos Martinez ◽

Marcia J. Scherer ◽

Timea Tozser

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Assistive Technology ◽

School Based

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Gamified Virtual Environment and Interaction Design for Activities of Daily Living Training

10.4018/978-1-6684-3670-7.ch040 ◽

2022 ◽

pp. 707-736

Author(s):

Isabel Cristina Siqueira da Silva ◽

Luan Carlos Nesi ◽

Viviane da Silva Machado

Keyword(s):

Activities Of Daily Living ◽

Assistive Technology ◽

Virtual Environment ◽

Interaction Design ◽

Daily Living ◽

Occupational Therapists ◽

Social Risk ◽

Behavioral Repertoire ◽

Functional Skills ◽

Motor Activities

Ludic games and gamification processes can extend functional skills in players as they integrate different intelligences and stimulate the cognitive, perceptual, and motor activities. Play can facilitate the work of occupational therapist since provides better cooperation of the patient, besides helping in its development, increasing its behavioral repertoire, mainly in the accomplishment of activities of daily living. This chapter addresses these issues, discussing the design of a gamified virtual environment that helps occupational therapists to develop the potential of children and adolescents with mild, moderate, and severe neuropsychomotor disorder. For that, the authors present an investigation of the use of a gamified virtual environment and interaction devices in the training of activities of daily living. As result, they note that games as assistive technology can encourage the integration of education, rehabilitation, and habilitation of people in situations of vulnerability and social risk, providing access and inclusion through playful and challenging activities.

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