Cultural Competence In Adult Education

The American Occupational Therapy Association’s Centennial Vision (American Occupational Therapy Association [AOTA], 2007) lays the road map for educators to successfully navigate to the destination of meeting AOTA’s goals for the profession. The development of a program or syllabus that focuses on subject-centered learning is key to facilitating student growth in knowledge of all topics that influence occupation (Hooper, 2010). A topic area related to occupation that can “produce a well-prepared, diverse workforce” (AOTA, 2007, p. 614) is increasing cultural competency. The development of a course that encompasses the topic of cultural competency and intervention will provide students with the skills necessary to successfully work with diverse

The Adult Learning Theory-Andragogy provides assumptions related to how adults find meaning and value in learning. Adults want to gain knowledge in topics that will be relevant to them today and the skills they need to be successful in the moment. Adult learners must be motivated to learn and often acquire knowledge by being able to related new information to past life experiences (O’Toole & Essex, 2012). The syllabus’ focus will be on relating cultural competency to the future success of students as occupational therapists and leaders within the profession. The assignments and assessments implemented will foster learning by allowing students to use past experiences to learn and understand new material. The students will have opportunities to implement new skills in practice labs and through role playing. The use of the Biomechanical Frame of Reference (FOR) and SCOPE-IT model will assist in the organization of syllabus topics to support successful integrations of cultural and clinical skills when providing occupational therapy to children in a school setting, during an international experience. The Biomechanical FOR will guide topics discussed during labs related to positioning, implementation of adaptive equipment, wheelchair positioning, and splinting for the pediatric population to allow successful engaged in occupations (Colangelo & Shea, 2010). The SCOPE-IT model will

The students will be required to understand their own beliefs and customs and how those are similar and different to the population they will be serving. An understanding of social contexts during the course will lay the foundation for student expectations related to their interactions with clients, faculty, and the community. At the end of the course, students will demonstrate an increase in knowledge related to their roles as occupational therapists, co-workers, and leaders, with the ability to educate the profession on techniques to meet the needs of clients with diverse backgrounds (AOTA, 2014).

American Occupational Therapy Association (2007). AOTA’s Centennial Vision and executive summary. American Journal of Occupational Therapy, 61(6), 613-614.

American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.) American Journal of Occupational Therapy, 68(Suppl. 1), S1-S48. doi:10.5014/ajot.2014.682006

Colangelo, C. A. & Shea, M. (2010). A biomechanical frame of reference for positioning children for functioning. In P. Kramer & J. Hinojosa (Eds.), Frames of Reference for Pediatric Occupational Therapy 3rd edition (pp. 489-567). Baltimore, MD: Lippincott Williams & Wilkins.