For us to gain identity as a scientific discipline each area of function must be supported by research supplied from the basic sciences. Some of the fields that relate to motor and sensory-integrative function are neuropathophysiology, neu –
rology, anatomy, physiology, neurophysiology, neuroanatomy, chemistry, and physics. Some of the fields that relate to cognitive, psychological and social function are psychology, sociology, psychopathology, and chemistry. I think therapists in practice have stimulated their own growth by graduate study in areas to support under-
standing of function—not exclusively relying on advanced occupational therapy education to provide it, pos- sibly because occupational therapy educators are not publishing information to answer the basic questions needed to be answered about the body systems’ ability to respond to the demands required to function in these areas. The professional dialogue for practitioners is primarily with others in clinical practice through publica- tions and continuing education experiences. Because of this I believe practitioners have adopted the following notion:
Because occupational therapy educators do not practice clinical occupational therapy, they do not have the knowl- edge, attitude or skill to produce students trained in current practice.
Now I will describe the second thought that has developed.
The practitioner is ignoring his or her responsibilities and compromising the field of occupational therapy by collaborating with other professionals and not demonstrating occupational therapy as an independent health profession.
In 1977, a report of the Ad Hoc Committee on Education was submitted to the Executive Board of the AOTA and eventually published in The American Journal of Occupational Therapy (9). The stated purpose was to raise issues that influenced our attempt to become a fully recognized profession. I will present the education description directly from the Ad Hoc Committee Report.
ee on Education was submitted to the Executive Board of the AOTA and eventually published in The American Journal of Occupational Therapy (9). The stated purpose was to raise issues that influenced our attempt to become a fully
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
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