Inclusive education in occupational therapy : how could we make a difference?

Collins, B 2015, Inclusive education in occupational therapy : how could we make a difference? , in: College of Occupational Therapists 39th Annual Conference & Exhibition and Specialist Section – Work Annual Conference, 30th June-2nd July 2015, Brighton, United Kingdom.

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Abstract

Occupational therapy has long articulated a commitment to social justice (e.g. Townsend 1993). Social justice is also key throughout inclusive education literature (Hockings 2010). Likewise, cultural awareness and competence are core to both occupational therapy and inclusive education (Trantham et al 2008). Yet, how inclusive are our pre-registration education programmes? In higher education, inclusive learning and teaching refers to how programmes are designed and delivered to fully engage a diverse range of students (Hockings 2010). Like many occupational therapy theories, it embraces diversity as enhancing the experience for all and highlights the importance of the environment to enable an individual to engage in the occupations associated with being a student (Collins 2014). Challenges to inclusive education approaches have been discussed, relating to professional requirements and fitness to practice; some have argued that adapting traditional approaches, particularly in practice education, could dilute judgement of competence. Other research suggests that occupational therapy needs to carefully consider how it defines competence in light of transcultural differences (Trentham et al 2007). Could implementing inclusive education principles avoid the need to adapt and accommodate existing programmes and instead enhance the education of an increasingly diverse student body? This workshop will firstly tease out perceptions of inclusive pre-registration occupational therapy education. Secondly, it will provide debate and practical strategies to enhance the inclusivity of professional education, both in practice placement and in the university. The workshop will discuss how principles of inclusive education could sensibly be implemented with a view to protecting professional standards and ensuring that those who graduate as occupational therapists are clearly fit for practice and at the same time embracing diversity and widening participation in our profession.

Item Type:	Conference or Workshop Item (Poster)
Schools:	Schools > School of Health and Society
Journal or Publication Title:	College of Occupational Therapists 39th Annual Conference & Exhibition and Specialist Section – Work Annual Conference Book of Abstracts
Depositing User:	USIR Admin
Date Deposited:	13 Jul 2020 13:47
Last Modified:	27 Aug 2021 21:42
URI:	https://usir.salford.ac.uk/id/eprint/57613

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