This presentation provides an introduction to assistive devices and nursing concepts for OTAs. Topics covered include nasogastric tubes, PEG tubes, indwelling catheters, oxygen therapy, tracheostomies, IV lines and PCA pumps, colostomies, and patient safety and care.
This informational handout is for occupational therapists and therapy students to use with orthopedic patients who are undergoing total hip or knee surgery. This handout follows UDL (universal design learning) principles to adapt to various client learning styles and to increase accessibility for those who need it.
Word Count: 25130
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
PowerPoint presentation from the 10/21/2021 School Medicaid Office Hour.
The following resource provides information regarding Oregon's specific practice acts for both OT and PT. Webinars are included as well as specific documents for new hires to review.
A Guidebook for Optimizing Learning Contexts
Short Description:
Students enrolled in an undergraduate seminar in Educational Psychology each wrote three essays on how course content may apply to a learning context of their choice. Course content included Cognition, Self and Identity, Motivation, and Metacognitive Self Regulation. Learning contexts to which this material is applied span Early Childhood Education, Creative Writing, Math, Cheer Coaching, School Counseling, and Occupational Therapy.
Long Description:
In the summer of 2019, I entered into a teaching swap. An early career orchestra teacher gave me beginning guitar lessons and I created for her a tailored seminar in educational psychology topics selected just for her. After her first year on the job, she realized she had many questions about students related to cognition, identity, and motivation that were not addressed in her teacher-preparation coursework. The swap ended up being of value to both of us. And really, what a delightful way to spend a summer! We both love teaching and learning and music and shared our expertise with each other for nearly two months. As the next school year started, my friend felt that what covered was really beneficial. How wonderful.
As such, early in January 2020, my reading list and discussion notes in hand, I developed a proposal for a new course reflecting that summer “seminar” experience. I pitched the course to music education majors, and described it as an extension to the standard educational psychology coursework they were required to take. That is, I pitched it as an elective. By the time students began to register for summer and fall 2020 courses, the corona-virus had taken hold of our lives, and the format of summer school had to change. My thinking about the course had changed too. Rather than limit enrolled students to one kind of teaching application, I realized that we would all get more out of the course if it were expanded to include a variety of teaching (or coaching, mentoring, or therapy) experiences. And with that, enough students enrolled in the course to make it a “go.”
Before the course began I polled students about their interests and I made sure to include at least one reading that would be clearly related to their particular interests and experiences. Over the span of 4 weeks, the students and I dove in to the course content undaunted by our Zoom connection. Enrolled students entered with a variety of interests. Some had extensive teaching experience already, others had none. All, of course, had quite a bit of experience as students though, and so as the class rolled along, while learning new content we also learned about how it might apply to many different teaching and learning contexts. It really was a fantastic course.
In the chapters that follow, you will see how each student took the course material and applied it to a context of their own choosing. Each section is comprised of three chapters, all tailored to the context: Early Childhood Education, Creative Writing, Math, Cheer Coaching, School Counseling, and Occupational Therapy. While the authors are undergraduates, the knowledge they’ve gained and shared here is sound. Readers can trust that the recommendations are couched in empirical research and theory. We hope that you enjoy reading and that you find it useful as well! And if you want to read further yourselves, you will find the class reading list in the appendix.
Word Count: 32121
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This patient education program explains the rehabilitation options available for people who have had a stroke. Rehabilitation through physical therapy, speech therapy, and occupational therapy may be necessary to improve the functions of the body after a stroke. This is a MedlinePlus Interactive Health Tutorial from the National Library of Medicine, designed and developed by the Patient Education Institute.
Sheila Hoover, MA, CAGS, CRC, CVE | VR Field Services Specialist | Oregon Department of Human Services/Vocational Rehab |Nathaniel (Nathan) Baniqued, OTD | OT/AT NWRESD
This resource provides an ECHOES recording regarding Every Moment Counts, a program designed to build capacity of school personnel and families with mental health/awareness. While currently there are few resources, physical health/wellness, and mental health/wellbeing are part of the PT and OT scopes of practices. A discussion with the new therapist may center around district priorities and the district's right of assignment of the contracted OT/PT time.
This is a general guide to the flow of the school year on a month-by-month basis.
This is a general guide to the flow of the school year on a month-by-month basis.
This resource provides helpful background to new hires who are new to Special Education and is a resource they may need to return to over time as they gain more exposure to and experience with the IEP team.
The following included resources are for both OTs and PTs regarding their individual workload rating guidelines. Each of these guidelines can be downloaded directly from this resource in both .doc and .pdf formats. Higher priority: At the beginning of the year, discuss with the new therapist that IEP minutes are written for the IEP year and not the school year.Lower priority: Revisit the resources related to workload rating guidelines as well as district/program guidance related to indicating IEP minutes once the therapist has established their caseload.