Use of online training modules for professional development with school-based therapists: Outcome project

Lawdis, Katina; Baist, Heidi; Pittman, Corinthus Omari

doi:10.1080/19411243.2017.1335261

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…The theoretical knowledge is to be converted in medical practice and the research was conducted over fifteen practitioners and the conclusion is found that, all participants' knowledge of evidence-based practice increased. All participants reported an increase in using evidence-based practice to make decisions about student goals and benchmarks (Lawdis, 2017). The trainings develop the confidence level, increase the decision-making power and also increase the evidence-based practice so professionalism develops and the outcome of the work naturally increases.…”

Section: Review Of Literaturementioning

confidence: 97%

Training and Transformation: Implication of Teacher Training in Community Schools of Gandaki Province

Bhandari

Paudel

Baral

et al. 2022

Prithvi J. Res. Innov.

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This paper analyses the implication of Teachers' Professional Development (TPD) training in pedagogical transformation in community schools in Gandaki Province, Nepal. It followed sequential explanatory mixed methods research design. The sample size of this study comprised selected 45 secondary level TPD trained teachers purposively from Kaski, Tanahu, and Syangja Districts of Gandaki Province from five schools from each district. The quantitative data were collected through questionnaire survey with teachers and the qualitative data were collected through Focus Group Discussions with trainers and head teachers separately. The analysis of data reveals that pedagogical transformation through training is not satisfactory. For the effective implementation of training knowledge and skill of training, the coordination among all the stakeholders needs to be harmonious. The training curricula, trainers’ knowledge and skill, and teaching context should be updated and improved as per the current social situation. Besides, the teachers’ motivation and devotion are the key elements for adequate pedagogical transformation. The study concluded that regular monitoring with a reward and punishment policy can implement the training knowledge and skill for pedagogical transformations.

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Section: Review Of Literaturementioning

confidence: 97%

Training and Transformation: Implication of Teacher Training in Community Schools of Gandaki Province

Bhandari

Paudel

Baral

et al. 2022

Prithvi J. Res. Innov.

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“…One of these laws, the Rehabilitation Act, 1973, has its section 504 aimed at guaranteeing the necessary support in regular schools for students with disabilities -and in it, for the first time, the occupational therapist is mentioned as one of the specialists responsible for offering this type of service (Souza et al, 2020). Lawdis et al (2017) point out that IDEA-2004 ensures that occupational therapists who work professionally in schools attend students that are eligible for special education and related services. However, if a student does not meet the criteria established by IDEA, the section 504 of the 1973 Rehabilitation Act ensures that occupational therapists and other professionals must provide their support services.…”

Section: Organization and Themesmentioning

confidence: 99%

“Best practices of occupational therapy in schools” – uma resenha crítica e aportes para terapeutas ocupacionais no setor da educação

Borba

Pan

Farias

et al. 2021

Cad. Bras. Ter. Ocup.

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Resumo O presente texto é resultado de um seminário do Grupo de Pesquisa “Cidadania, Ação Social, Educação e Terapia Ocupacional”, ocorrido em 2019, entre os integrantes da linha “Escola, Terapia Ocupacional e Inclusão Radical”, que se debruçaram sobre o livro “Best practices of Occupational Therapy in Schools”. Editado em 2013, esse livro teve grande circulação nos Estados Unidos da América, compondo parte dos esforços da American Occupational Therapy Association para ofertar e ampliar subsídios teórico-práticos que garantissem tanto a inserção como a qualificação da atuação dos terapeutas ocupacionais em serviços e ações junto ao setor da educação. Consideramos que compartilhar uma síntese desse material, bem como as reflexões críticas que foram fomentadas pelo seu estudo, em diálogo contextualizado no cenário brasileiro, possa inspirar novas proposições para terapeutas ocupacionais que têm se dedicado a esse setor, mas também colocar em debate os riscos que transposições lineares podem causar, uma vez que determinados modelos e abordagens respondem a contextos situados, histórica e politicamente. Explicitadas nossas diferenças, que a circulação das propostas desse livro possa, sobretudo, contribuir para alavancar novas e eficientes estratégias para ampliarmos o número de profissionais envolvidos com o setor da educação.

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Executive Functioning in the Schools: Perspectives from Occupational Therapists

Tanis

Erb

2022

Journal of Occupational Therapy, Schools, & Early Intervent

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Use of online training modules for professional development with school-based therapists: Outcome project

Cited by 4 publications

References 25 publications

Training and Transformation: Implication of Teacher Training in Community Schools of Gandaki Province

Training and Transformation: Implication of Teacher Training in Community Schools of Gandaki Province

“Best practices of occupational therapy in schools” – uma resenha crítica e aportes para terapeutas ocupacionais no setor da educação

Executive Functioning in the Schools: Perspectives from Occupational Therapists

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