Service-Learning in Occupational Therapy Education: by Kathleen Flecky, Lynn Gitlow

By Kathleen Flecky, Lynn Gitlow

Service-Learning in Occupational remedy schooling: Philosophy and perform explores using service-learning as a pedagogical instrument for educators to reinforce occupational treatment scholars wisdom and talents within the parts of serious pondering and challenge fixing, variety, wellbeing and fitness advertising, group matters, social justice and citizenship. those parts are consultant of middle skills wanted via occupational treatment execs for occupation-based perform within the twenty first century. this article describes philosophical and theoretical rules of service-learning in courting to occupational remedy philosophical and pedagogical traditions. potent service-learning academic options and experiential purposes of occupational treatment locally are highlighted during the presentation of case reports of carrier- studying tasks in occupational remedy courses around the usa. Examples of ways to layout, enforce and check service-learning tasks and partnerships are supplied in addition to insights and classes discovered from school conducting service-learning.

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New Directions for Teaching and Learning, 73, 21–29. Howard, J. (2001). Michigan Journal of Community Service-Learning: Servicelearning course design workbook. Ann Arbor, MI: OCSL Press. Institute of Medicine (2007). Retooling for an A ging America; Building the HealthCare Workforce. Washington, DC: National Academies Press. ). (1996). Service-learning in higher education: Concepts and practices. San Francisco: Jossey-Bass. , & Chamberlain, E. (2008). Compulsory volunteering: Using service-learning to introduce occupation to occupational therapy students.

The community is viewed as a partner and a collaborator rather than as a vague entity that students come from and graduate into. It is dangerous because it is a powerful way to mentor students to share their knowledge and skills for others rather than to settle for students who demonstrate knowledge and skills but lack the resources to move into future areas of practice. QXP 12 10/27/09 3:15 PM Page 12 Chapter 1: Foundations of Service-Learning One of the core values and beliefs of the occupational therapy profession is that “dignity emphasizes the importance of valuing the inherent worth and uniqueness of each person.

Throughout the process, the occupational therapy practitioner is engaged continually in clinical reasoning about the client’s engagement in occupation” (AOTA, 2008b, p. 647). 1. Use evaluation findings based on appropriate theoretical approaches, models of practice, and frames of reference to develop occupation-based intervention plans and strategies (including goals and methods to achieve them) based on the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others.

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