Occupational Therapist and Early Childhood Educator Collaborative Education Model Karen Hoover, OTD, OTR Will pre-school, kindergarten and first grade educators who participate in an on-line education module increase their understanding of the role of occupational therapy and incorporate skills learned into the design and delivery of activities to assist children to improve kindergarten readiness? Setting: Significance to OT Suburban public school in New Jersey 14 pre-school and 23 Kindergarten Classes Integrated (half day) and Self- Contained classrooms Background: Decreased OT Availability Increased Need by teachers Results in little or no time for consultation or indirect interaction between teachers/ot Analysis of Evidence: Analysis of Evidence: 39 Articles Qualitative and Quantitative Variety of National and International Journals Various professional journals May benefit children in classroom and district beyond those participating in OT Potential to support body of evidence for OT practice Increased awareness of OT among educators Teachers may identify student concerns earlier = earlier support Improved communication between professions could lead to increased carryover of skills practiced in OT to the classroom Themes in Evidence: 1. Kindergarten Readiness Opportunity for OT to assist 2. Transition to Kindergarten - Improved with communication between professionals 3. Teacher Perception of OT in Schools - Improved Communication = Improved carryover 4. Teacher Professional Development Opportunities - Desire interactive opportunities 5. Support for In-service topics Substantial support in literature
Design and Implementation On-line In-services In-service Topics PowerPoint with audio Offered via secure website On-line forum for interaction 1.Introduction/How OT Fits in the School 2.Fine Motor Coordination in the Classroom 3.Visual Perceptual Skills in the Classroom 4.Preparation for the Classroom- Sensory and Attention 5.Handwriting 6.Bilateral Skills and Cutting Data Collection Pre In-service Survey Post In-service Survey Qualitative Responses on forum and survey Participants: 13 Signed Consents, 12 Pre In-service Surveys, 8 Post In-service Surveys Varied Classroom types and varied levels of experience in the classroom Quantitative Findings: Better understanding of OT role Increased understanding of OT contribution Believed in-services were informative Anticipate incorporating learning into classroom Qualitative Findings: Post In-service survey responses = generally positive On-line forums were used minimally Depth of comments demonstrated understanding of material Commented on observation of child in classroom as relates to in-service Stated intention to incorporate ideas
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