Course Descriptions

This course introduces students to the fields of assistive technology, human factors, and design as applied to occupational therapy. This course covers theoretical, research and industry literature pertaining to the design of environments, devices, and tools that are functional, safe, and satisfying to the general population with particular emphasis for people with mobility, cognitive, and sensory problems leading to occupational performance issues. 

Students will learn about the basic principles of three perspectives: 1) human factors and people with occupational performance issues; 2) technology and its historic, present, and future applications; and 3) how proper design can be used to achieve safety and promote occupational engagement and the quality of life of people with disabilities. Students will learn about how these perspectives can be applied in three types of environments: 1) homes; 2) workplaces; and 3) public settings, including educational environments, care institutions, hospitals, shopping areas, parks, and transportation. Students will also learn how these perspectives can be applied in selecting and prescribing effective computer applications, including user interfaces, internet accessibility, and input/output devices

This course will introduce the central importance of both qualitative and quantitative approaches to assessment in occupational therapy practice, including purposes, interpretation, and critiques of assessment methods and tools. Using an occupational perspective, the course will address broad concepts/categories such as theoretical underpinnings, categorization schemas, and the use of self (e.g. developing rapport, interviewing skills) in the assessment process. Areas of assessment will be organized around occupational performance and will include the assessment of self-care, productive and leisure occupations, as well as the assessment of the environments within which these occupations are performed. Assessment skills will be learned through the use and critique of selected practice-based exercises and tools.

This course provides learners with a bridge between the foundational courses in year one and the enabling courses in year two using a life course perspective. Cross-cutting occupational therapy approaches, foundational practice skills and competencies that span the life course are introduced in this course. These include: change agent competencies and advocacy; applying frames of reference to inform professional reasoning; and enabling spiritual occupations and meaning making across the life course. A variety of health and social conditions, populations and service contexts, life course and occupational transitions provide a matrix from which to examine enabling occupational participation, performance and engagement across the life course. Students will be provided with choice in demonstrating competencies with select cross-cutting skills as applied in diverse practice contexts, populations or service settings.

This course will address theoretical and practical content regarding occupational therapy practice with adults. The course builds on the foundational knowledge and skill developed in Year 1. It provides an opportunity for the application of that knowledge to case-based material and begins to prepare the student to work with adult clients in particular. Interventions that can enable occupation and promote health for adults with or at risk for musculo-skeletal, psycho-social, and neuro-cognitive/neuro-motor conditions will be examined, including those interventions that consider both the environment and the person. Appropriate assessments will also be addressed. Students will learn to apply the Occupational Performance Process Model to common and complex challenges encountered by adults. [Note: The course code was OCT 1161H prior to 2019]

This course addresses theoretical and practical content regarding occupational therapy practice with adults. The course builds on the foundational knowledge and skill developed in Year 1. It provides an opportunity for students to further hone their skills in applying models of occupational therapy to practice with adults with musculo-skeletal, psychosocial, neuro-cognitive and neuro-motor conditions. More complex conditions and situations will be the context for learning to develop interventions based on evidence to enable occupation. Labs and seminars provide the opportunity for developing practical skills and for discussing the integration of research into practice.

This course will address theoretical and practical content regarding occupational therapy practice with children. The course builds on the foundational knowledge and skill developed in Year 1. Content will cover relevant developmental, sensori-motor, psychological and occupational therapy theoretical frameworks, analysis of cases that are prevalent and relevant to OT practice with these age groups, assessment (including diagnostic, developmental and evaluative), and occupational therapy interventions. Students will demonstrate the ability to use the family-centred Occupational Performance Process Model (OPPM) approach to case analysis; critique assessment and intervention approaches; examine person, environment and occupational factors influencing occupational performance of typically developing children, children “at-risk” for occupational performance problems and children with special needs.

This course will address theoretical and practical content regarding occupational therapy practice with children. The course builds on the foundational knowledge and skill developed in Year 1. The course will focus on the occupations and occupational development of school-aged children and adolescents. Content will address relevant developmental, sensor-motor, psychological and occupational therapy theoretical frameworks, analysis 

of cases that are prevalent and relevant to OT practice with these age groups, assessment approaches (including diagnostic, developmental, evaluative), and occupational therapy interventions with this population. Prevalent disorders impacting on school age and adolescents occupational functioning will be covered. Specific OT assessment and intervention approaches for working with children at these developmental stages will be introduced. Legislative issues affecting OT practice with children will be covered.

This course will address theoretical and practical content regarding occupational therapy practice with older adults. The course builds on the foundational knowledge and skill developed in Year 1. This course will provide students with a background of clinical, psychosocial and environmental factors that affect the occupational performance of the older adult. Students will also become familiar with normal aging and approaches that promote wellness in the older adult population. There will be a strong focus on assessment relevant to occupational therapy practice with older adults. In addition, relevant issues pertaining to the older adult and his/her own environment will also be covered.

This course will address theoretical and practical content regarding occupational therapy practice with older adults. The course builds on the foundational knowledge and skill developed in Year 1. The aim of this course is for students to integrate clinical and theoretical knowledge for occupational therapy applications at a graduate level. Students are required to demonstrate competency in applying theories of occupational science/performance, aging and clinical applications that are evidence-based.

In this course students develop skills for the role of a scientist-practitioner through a “hands-on” research experience. Working under their supervisor’s guidance, students participate in a research project related to the practice of occupational therapy or the study of occupational science. In addition to gaining knowledge in research design and in a specific topic area, students have the opportunity to develop practical skills including data collection, data analysis and interpretation, and write-up. The course runs through all of the second year. At the end of the course, students give a research presentation at the Department’s Annual Research Symposium, and they submit a research report (in the form of a manuscript submission).