Occupational therapy and special education

Some issues and concerns related to public law 94-142

Research output: Chapter in Book/Report/Conference proceedingChapter

14 Citations (Scopus)

Abstract

Because of the evolving nature of the professions involved in providing services to the developmentally disabled as mandated by PL 94-142, the potential for theoretical and programatic conflict exists. Some of the philosophical differences and similarities between occupational therapy and special education are reviewed. Two conceptual approaches to therapy and education are identified. The first approach is based on the medical model, which emphasizes diagnostic evaluation to determine the cause of a disorder and the prescription of remedial activities to alleviate the dysfunction. The second approach is the task analysis model, which emphasizes task content and behaviorally based teaching strategies and objectives. It is proposed that, through a mutual understanding and cooperative effort on the part of all professionals, the two models may be combined to provide comprehensive services to the developmentally disabled.

Original languageEnglish (US)
Title of host publicationAmerican Journal of Occupational Therapy
Pages81-84
Number of pages4
Volume36
Edition2
StatePublished - 1982
Externally publishedYes

Fingerprint

Special Education
Occupational Therapy
Prescriptions
Teaching
Education
Therapeutics

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Ottenbacher, K. (1982). Occupational therapy and special education: Some issues and concerns related to public law 94-142. In American Journal of Occupational Therapy (2 ed., Vol. 36, pp. 81-84)

Occupational therapy and special education : Some issues and concerns related to public law 94-142. / Ottenbacher, Kenneth.

American Journal of Occupational Therapy. Vol. 36 2. ed. 1982. p. 81-84.

Research output: Chapter in Book/Report/Conference proceedingChapter

Ottenbacher, K 1982, Occupational therapy and special education: Some issues and concerns related to public law 94-142. in American Journal of Occupational Therapy. 2 edn, vol. 36, pp. 81-84.
Ottenbacher K. Occupational therapy and special education: Some issues and concerns related to public law 94-142. In American Journal of Occupational Therapy. 2 ed. Vol. 36. 1982. p. 81-84
@inbook{e92b369ca80d4948a3ca9b5ff93651c7,
title = "Occupational therapy and special education: Some issues and concerns related to public law 94-142",
abstract = "Because of the evolving nature of the professions involved in providing services to the developmentally disabled as mandated by PL 94-142, the potential for theoretical and programatic conflict exists. Some of the philosophical differences and similarities between occupational therapy and special education are reviewed. Two conceptual approaches to therapy and education are identified. The first approach is based on the medical model, which emphasizes diagnostic evaluation to determine the cause of a disorder and the prescription of remedial activities to alleviate the dysfunction. The second approach is the task analysis model, which emphasizes task content and behaviorally based teaching strategies and objectives. It is proposed that, through a mutual understanding and cooperative effort on the part of all professionals, the two models may be combined to provide comprehensive services to the developmentally disabled.",
author = "Kenneth Ottenbacher",
year = "1982",
language = "English (US)",
volume = "36",
pages = "81--84",
booktitle = "American Journal of Occupational Therapy",
edition = "2",

}

TY - CHAP

T1 - Occupational therapy and special education

T2 - Some issues and concerns related to public law 94-142

AU - Ottenbacher, Kenneth

PY - 1982

Y1 - 1982

N2 - Because of the evolving nature of the professions involved in providing services to the developmentally disabled as mandated by PL 94-142, the potential for theoretical and programatic conflict exists. Some of the philosophical differences and similarities between occupational therapy and special education are reviewed. Two conceptual approaches to therapy and education are identified. The first approach is based on the medical model, which emphasizes diagnostic evaluation to determine the cause of a disorder and the prescription of remedial activities to alleviate the dysfunction. The second approach is the task analysis model, which emphasizes task content and behaviorally based teaching strategies and objectives. It is proposed that, through a mutual understanding and cooperative effort on the part of all professionals, the two models may be combined to provide comprehensive services to the developmentally disabled.

AB - Because of the evolving nature of the professions involved in providing services to the developmentally disabled as mandated by PL 94-142, the potential for theoretical and programatic conflict exists. Some of the philosophical differences and similarities between occupational therapy and special education are reviewed. Two conceptual approaches to therapy and education are identified. The first approach is based on the medical model, which emphasizes diagnostic evaluation to determine the cause of a disorder and the prescription of remedial activities to alleviate the dysfunction. The second approach is the task analysis model, which emphasizes task content and behaviorally based teaching strategies and objectives. It is proposed that, through a mutual understanding and cooperative effort on the part of all professionals, the two models may be combined to provide comprehensive services to the developmentally disabled.

UR - http://www.scopus.com/inward/record.url?scp=0020063516&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0020063516&partnerID=8YFLogxK

M3 - Chapter

VL - 36

SP - 81

EP - 84

BT - American Journal of Occupational Therapy

ER -