Introducing Disability Studies to Occupational Therapy Students

Block, Pamela; Ricafrente-Biazon, Melissa; Russo, Ann; Chu, Ke Yun; Sud, Suman; Koerner, Lori; Vittoria, Karen; Landgrover, Alyssa; Olowu, Tosin

doi:10.5014/ajot.59.5.554

Cited by 20 publications

(9 citation statements)

References 15 publications

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“…Primary Areas of Level of focus secondary impact focus* (Kirkpatrick hierarchy) Alsop (2007) Teaching 3,4 Beck and Barnes (2007) Teaching 3,4,5 Beer et al (2005) Learning environment 1,2,3 Bender and Randall (2005) Teaching 2,3,6 Bennett (2001) Teaching 3 Benson and Hansen (2007) Teaching 2,3,4,5 Block et al (2005) Student 1,2 Borcherding and Baldwin (2001) Student 1,2,4,6 Braveman et al (2001) Curriculum 1,3,4 Breines (2002) Curriculum 1,3 Carbonaro et al (2008) Teaching 2,3,4,5 1, 2a, 2b Carnduff (2005) Curriculum 1,5 Chapman et al (2006) Student 1,2,6 Chung 2001Teaching 2,3,5 1, 2a, 2b, 3 Ciaravino (2006) Teaching 3,5 Coolen et al 2004Student 1,2 2b Cooper and Spencer-Dawe (2006) Teaching 3 2a, 2b, 3 Cooper et al (2005) Curriculum 1,3,5,6 Cope 2001Teaching 2,3 Coppard and Dickerson 2007Curriculum Cornely et al (2001) Curriculum 1,3,4 Davys and Pope (2006) Teaching 2,3,4 Dieruf 2004Student 1,2 Donohue 2001Teaching 2,3,4,6 Emery and Kalscheur (2000) Teaching 2,3,5 Esdaile and Roth (2000) Teaching 2,3,5 Fidler (2001) Teaching 2,3,4,5 Fieldhouse (2008) Faculty 1,3,5 Foreman et al (2005) Student 1,2,4,5 Forwell et al (2001) Student 1,2,4,5 Friedland et al (2000) Curriculum 1,3,4,5 Furze et al (2008) Student 1,2,4 2a Gallew (2004) Learning environment 1,2,3,5,6 Gallew (2005) Teaching 2,3 Gifford (2001) Teaching 3 Gitlow and Flecky (2005) Teaching 2,3,4,5 Goldreich (2004) Teaching 2,3,4,5,6 …”

Section: Authormentioning

confidence: 99%

An International Systematic Mapping Review of Educational Approaches and Teaching Methods in Occupational Therapy

Hooper

King²,

Wood

et al. 2013

British Journal of Occupational Therapy

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Introduction: Scholars have long examined educational approaches and teaching methods in occupational therapy, producing a wide range of educational scholarship. Yet the scope of the scholarship has not been systematically categorised and described, leaving the field without a baseline and guide for its educational science.Method: A systematic mapping review identified topics, research designs, levels of impact and themes across educational scholarship. Through comprehensive database searches and inclusion and exclusion coding, 129 articles published between 2000 and 2009 were studied. Data were collected using a data extraction tool modified from Best Evidence Medical Education, entered into Microsoft Access and analysed using queries.Findings: Conceptual/descriptive papers (n = 76) represented the primary form of inquiry. Research papers (n = 53) used qualitative designs slightly more than quantitative or mixed methods. Educational interventions (n = 22) targeted students' skills, knowledge, attitudes and perceptions, but not their behaviours, organisational change or impact on clients. Prominent themes included integrative learning, learning paradigm, complexities of practice, student reasoning and calls for reforming occupational therapy education.Conclusion: Priorities for educational research include deepen and diversify studies of local learning situations, develop profession-specific conceptual frameworks for learning and measure outcomes beyond student views of the learning activity.

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Section: Authormentioning

confidence: 99%

An International Systematic Mapping Review of Educational Approaches and Teaching Methods in Occupational Therapy

Hooper

King²,

Wood

et al. 2013

British Journal of Occupational Therapy

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“…In some cases, like ours, students wrote journals or reflective responses. [17][18][19][20][21] In other instances, reflection took place in the context of discussions. [22][23][24] Importantly, instances in which there was no reflection, no attitude change (or negative change) was found, 25,26 although knowledge change might occur.…”

Section: Discussionmentioning

confidence: 99%

Nurturing constructive change that works: a critical theory-informed model for transforming health service psychologists’ views of people with disabilities

Gathercoal

Seegobin

et al. 2017

Qual Res Med Healthc

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We have been developing and refining a disability training exercise for health service psychologists that is ever more effective at encouraging lasting change in the way students regard disabilities and the people who live with those disabilities. Although research suggests that simulation exercises tend to be ineffective at creating long-term attitude change in participants, quantitative and qualitative results indicate our exercise, composed of a simulation followed by debriefing and reflection, helps professionals better understand some of the challenges people with disabilities daily face, and how those challenges can affect their well being. We found this combination is more likely to yield long-term changes than any of these approaches alone. This paper is not principally the description of a pedagogical technique, but instead is an examination of how the combination of simulation, debriefing, and reflective journaling may challenge taken-for-granted assumptions about disabilities, e.g., that disabilities transform individuals into a different kind of human being (with either superhuman powers or as object of pity) instead of seeing these individuals as ordinary people facing extraordinary, and often society-created obstacles. One frequent call of Critical Theorists is to challenge those things we take for granted. Social and cultural structures create specific viewpoints and thus problematizing the apparent is necessary for understanding of, and emancipation from, potentially oppressive social structures. Inspired by this call to render the taken-for-granted as problematic, the exercise we describe creates inversions of performer/audience, professional/student, and scientist/researcher positions. In each of these inversions, the role of the objective observer is denied and the student is invited to engage in his or her own evaluative and potentially transformative experience. Through each of these inversions, different realities can be more readily utilized by thoughtful students to render problematic some of the dominant views about people with disabilities. To make this case, we utilize both qualitative and quantitative methods. The students’ own words, captured in their journals before and after the exercise, are examined in comparison with program goals and features. The weight of the evidence is impressive, indicating that the combination of simulation, debriefing and journaling reflection are effective at creating a space in which change of attitudes does occur.

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“…Only through such reflection can members of the nondisabled community, including professionals who offer services to disabled persons, generate insight into their own deeply embedded attitudes about disability. Importantly, as discussed in papers in this issue by Block (2005) and Gitlow and Flecky (2005), this reflective process should begin in the context of our professional educational programs.…”

Section: Generating a Reflective Response To The Disability Studies' mentioning

confidence: 99%

Rethinking Disability and What To Do About It: Disability Studies and Its Implications for Occupational Therapy

Kielhofner

2005

The American Journal of Occupational Therapy

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Disability studies seeks to reframe rehabilitation's understanding and responses to disability. Disability scholars point out that rehabilitation's perspectives and practices are not objective, but instead reflect particular historical and ideological forces. By demonstrating how rehabilitation practitioners can unintentionally do things that are unhelpful or even harmful, disability scholars challenge the profession of occupational therapy to reconsider aspects of practice, education, and research. In order to provide a context for a special issue devoted to disability studies, this paper examines disability studies' major critiques of rehabilitation and considers their implications for occupational therapy. The paper identifies ways that occupational therapy can continue to respond reflectively to the themes of disability studies. It also identifies a number of questions raised by disability studies that will need to be addressed in practice, education, and research.

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Introducing Disability Studies to Occupational Therapy Students

Cited by 20 publications

References 15 publications

An International Systematic Mapping Review of Educational Approaches and Teaching Methods in Occupational Therapy

An International Systematic Mapping Review of Educational Approaches and Teaching Methods in Occupational Therapy

Nurturing constructive change that works: a critical theory-informed model for transforming health service psychologists’ views of people with disabilities

Rethinking Disability and What To Do About It: Disability Studies and Its Implications for Occupational Therapy

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