Making a case for universal and targeted children’s occupational therapy in the United Kingdom

Hutton, Eve; Tuppeny, Sharon; Hasselbusch, Andrea

doi:10.1177/0308022615618218

Cited by 21 publications

(19 citation statements)

References 6 publications

(6 reference statements)

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“…From a participation-focused perspective, this is problematic as it means outcomes of occupational therapy rarely measure play participation. New models of service delivery are required that address community participation needs, and one way to address this is to shift towards more universal or contextual approaches to service delivery (Hutton et al., 2016; Law et al., 2011). For playgrounds, this would require therapists to move outside the clinic to work with local authorities and schools, with a focus on advocacy and change at policy and community levels in order to influence and facilitate occupational participation and enhance health and wellbeing (Moore and Lynch, 2015).…”

Section: Discussionmentioning

confidence: 99%

Advancing play participation for all: The challenge of addressing play diversity and inclusion in community parks and playgrounds

Lynch

Moore

Edwards

et al. 2019

British Journal of Occupational Therapy

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Introduction Outdoor parks and playgrounds are important sites of social inclusion in many urban communities. However, these playspaces are often inaccessible and unusable for many children with disabilities. This paper presents findings from a case study of one urban municipality in Ireland. The study aimed to understand play participation in five local playgrounds by exploring the perspectives of play providers and families with diverse abilities, through the lens of universal design. Methods Multiple qualitative methods were used, including playground audits, walk-and-talk observations, and semi-structured interviews. Four play providers, 12 children, and 10 adult users took part. Inductive analysis was conducted to understand the usability and accessibility of playgrounds from a universal design perspective. Findings These playgrounds provided high play value for younger children, but low play value for older children and those with disabilities, due to lack of accessibility or usability. While local authorities aimed to provide inclusive playgrounds, they lacked knowledge on universal design for playspaces. Conclusion Children with disabilities continue to experience exclusion in community playspaces, despite a commitment to inclusion in local authorities. Play providers need support to tailor principles of universal design to playground design. Occupational therapists are ideally situated to collaborate with local authorities on universal design for enhancing children’s play participation in community settings.

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Section: Discussionmentioning

confidence: 99%

Advancing play participation for all: The challenge of addressing play diversity and inclusion in community parks and playgrounds

Lynch

Moore

Edwards

et al. 2019

British Journal of Occupational Therapy

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“…Interventions involving a lot of collaboration with school staff members, such as coaching and collaborative consultations, can also help develop the school's ability to promote the participation of children with special needs while fostering the teacher's sense of competence (Hui et al, 2016;Villeneuve, 2009;Villeneuve & Shulha, 2012;Wilson & Harris, 2018). In addition, practice models based on the Response to Intervention (RTI) approach are being increasingly recommended (Bazyk, Berthelette, et al, 2012;Bazyk, Michaud, et al, 2009;Chu, 2017;Hutton, Tuppeny & Hasselbusch, 2016; Ordre des ergothérapeutes du Québec, 2016). In Canada, stakeholders from various disciplines are gradually being encouraged to use RTI in schools (Bissonnette, 2013;Durand, 2015;McIntosh et al, 2011).…”

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confidence: 99%

Autism spectrum disorder: How can occupational therapists support schools?

Grandisson¹,

Rajotte²,

Godin³

et al. 2019

Can J Occup Ther

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Background. Children with autism spectrum disorder (ASD) face multiple occupational challenges in their school, and school staff need additional support to increase their participation. Purpose. The aim of this study is to identify how Response to Intervention (RTI) could be used by occupational therapists to support school personnel who work with children with ASD. Method. In a descriptive qualitative study, three discussion groups were undertaken with occupational therapists and school staff members in Quebec, Canada, to identify the main concerns regarding the participation of children with ASD in school activities as well as the actions to consider when attempting to increase school-related abilities. Findings. School staff members are primarily concerned with frequent outbursts and limited autonomy, along with low motivation and anxiety in children with ASD in diverse school activities and contexts. The actions identified provide guidelines for school and occupational therapist selection, the process to follow, collaborative practices, and support required. Implications. A practice model is presented for occupational therapists who seek to develop school capacity to support the participation of children with ASD.

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“…The literature included in this study discussed many roles that RHPs can assume when providing UDL services in the school setting. A common RHP role that was identified in the review, but not directly involved in the delivery of the CAST UDL framework, was an advocacy role (Cahill, ; Campbell et al, ; Clark & Polichino, ; Dodge, ; Hutton, Tuppeny, & Hasselbusch, ;Ritzman et al, ; Silliman et al, ; Staskowski et al, ). RHPs can incorporate the CAST UDL framework and embed support for all students within the classroom context (Campbell et al, ; Staskowski et al, ), which can lead to a greater impact on a larger number of students by enhancing the capability of all students to access the curriculum (Missiuna, Pollock et al, ).…”

Section: Discussionmentioning

confidence: 99%

A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

Kennedy

Missiuna

Pollock

et al. 2018

Child

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This scoping review provides a broad understanding of how RHPs describe and implement UDL-aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL-type services.

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Making a case for universal and targeted children’s occupational therapy in the United Kingdom

Cited by 21 publications

References 6 publications

Advancing play participation for all: The challenge of addressing play diversity and inclusion in community parks and playgrounds

Advancing play participation for all: The challenge of addressing play diversity and inclusion in community parks and playgrounds

Autism spectrum disorder: How can occupational therapists support schools?

A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

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