top of page

Service Learning through Summer Camp: Development, Inclusion, and Clinical Reasoning

Faculty reflect on planning, successes, and lessons learned from a community service-learning experience for occupational therapy students supporting a summer camp for children with disabilities.

Presented by:

Christene Maas, University of the Incarnate Word

Darlene Brooks, University of the Incarnate Word

Dailen Castillo, University of the Incarnate Word

Abstract:

Service-learning experiences are instrumental in preparing health profession students for practice by connecting course content and deepening clinical reasoning (Vronman et al., 2010). Occupational therapy education includes concepts of social inclusion and participation to support well-being and quality of life (Simplican et al, 2015; World Health Organization, 2001). Students in occupational therapy programs must learn course content, develop clinical reasoning skills, and understand client-centered practice (AOTA, 2020). Faculty from an occupational therapy program collaborated with a community partner for a service-learning experience to support student learning by planning and organizing camp activities, reflecting on successes and challenges in class assignments.

Keywords:

Service-Learning, Inclusion, Lifespan development

Learning Outcomes:

1. Identify opportunities and a planning process in community partner service-learning opportunities for healthcare profession students.
2. Identify the benefits and challenges of service- learning collaborations.
3. Understand the concept of meaningful, purposeful activities (“occupation-based activities”) to support children with disabilities.

Service Learning through Summer Camp: Development, Inclusion, and Clinical Reasoning

Hear it from the author:

Service Learning through Summer Camp: Development, Inclusion, and Clinical ReasoningArtist Name
00:00 / 01:04

Transcript:

Hello. We are faculty in the occupational therapy doctoral program at the University of the Incarnate Word in San Antonio, Texas. We are presenting on a service learning opportunity between the first cohort of occupational therapy doctoral students and a local children’s rehabilitation facility and the lessons we learned from the experience. In the summer of 2024, the OTD students supported a manpower need of the facility for their summer buddy camp. The OTD students planned and executed occupation-based activities for the buddy camp. The student learning goals were centered around the curriculum of their lifespan human development class in accordance with necessary ACOTE standards for occupational therapy programs. During this service-learning opportunity, the OTD students gained valuable skills in the areas of program development, inclusion, clinical reasoning, modification, and adaptation. The campers also benefitted from social inclusion, enriched occupation-based opportunities, and adjustments for accessibility and participation. Please come and hear more about the highlights of the camp and the lessons we learned through this experience. We look forward to talking to you!

References

American Occupational Therapy Association. (2020). Occupational therapy practice


     framework: Domain and process (4th ed.). American Journal of Occupational Therapy,


     74(Suppl. 2), 1-87.  



Simplican, S. C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of


     people with intellectual and developmental disabilities: An ecological model of social


     networks and community participation. Research in Developmental Disabilities, 38, 18–


     29. https://doi.org/10.1016/j.ridd.2014.10.008



Vroman, K., Simmons, C., & Knight, J. (2010). Service learning can make occupation-based


      practice a reality: A single case study. Occupational Therapy In Health Care, 24(3), 249-


      265. https://doi.org.10.3109/07380571003706058



World Health Organization. (2001). International classification of functioning, disability, and


       health. Author.

bottom of page