This week Dr. Sapna Chakraborty, Department Head, Program Director, and Assistant Professor of the Department of Occupational Therapy at Missouri State University, shares insight into her profession, and its role in the advancement of inclusion.
The path to college education can be specially challenging for students with intellectual and developmental disabilities. But, given the right support and opportunities, they too can achieve success like any other student. The Bear POWER program at Missouri State University aspires to bridge the gap between challenge and opportunity. It is an innovative approach that facilitates the transitioning of students with intellectual and developmental disabilities from high school to college. As a department head for Occupational Therapy (OT) program at Missouri State University and a practitioner for more than 25 years I have encouraged and supported community programs that focus on integration of individuals with developmental and intellectual disabilities into society. The profession of OT can play a vital role in the promotion of practices of inclusion in education and employment and thus community integration (AOTA, 2009).
Inclusion is not a new concept, when people with and without disabilities have opportunities to do things together, it is a positive experience. Occupational therapy has always supported students in K through 12 and higher education advocating for academic accommodations. With the changing times, advances in technology and changes in societal perceptions, new challenges and opportunities have evolved. The need now is to design learning environments and curriculums to ensure equal access for all students with or without disabilities (Ferguson, 2008). It is vital to create accessibility to learning and ensure that students are prepared with the knowledge and skills required to enter the potential work environments.
The core belief of Occupational Therapy (OT) as a profession is that all the individuals have a distinctive need to engage in meaningful occupations and participate in society throughout their lives. OT understands the everchanging interaction between people and their environments. OT is trained to understand the challenges confronted by students with disabilities which includes limited academic adaptations, living environmental supports and employment opportunities. OT education also includes identification, awareness and updated approaches which support individuals with developmental and intellectual disabilities.
As educators we all need to advocate for a paradigm shift regards to education, training and employment. Moving beyond accommodation, the innovative approaches that focus on creating environments of substantive inclusion are essential. The challenge now for educational and employment institutions is to ensure the implementation of policies that facilitate inclusion for all, always and in all places. Accessibility is not a luxury but an inherent, undeniable desire of every individual. Disabled or not, the same world is shared by all, and all have the right to the facilities accorded to and by society. Substantial progress has been made towards removing physical barriers. But, further endeavors are needed to eradicate attitudinal, societal and virtual barriers (Parmenter, 2011). It is time to realize and propagate that by working together, everyone benefits. Positive views about inclusion have the potential to extend beyond the classroom and center to families, community leaders, and employers. Acceptance and respect for diversity enriches the learning environment for everyone (ILO, 2013).
Sapna Chakraborty OTD, OTR/L 3.12.2018
References:
American Occupational Therapy Association. (2009). Occupational therapy’s commitment to non-discrimination and inclusion. American Journal of Occupational Therapy, 63, 819–820. doi:10.5014/ajot.63.6.819
Ferguson, D.L. (2008). International trends in inclusive education: the continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23:2, 109-120. DOI: 10.1080/08856250801946236
International Labor Office. (2013). Inclusion of people with disabilities in vocational training: a practical guide. Gender, Equality and Diversity – Geneva. ILO, 2013. ISBN 9789221281009 (web pdf)
Parmenter, T. R. (2011). Promoting training and employment opportunities for people with intellectual disabilities: international experience. International Labor Office, Employment Sector, Skills and Employability Department- Geneva: ILO, 2011. ISBN: 9789221254973;9789221254980 (web pdf)