Syllabus Information

5.1. Methodological overview

This learning process was designed for this subject, and is based on the following:

This course combines lectures in large groups, practical classes for reduced groups and performing a work proyect group.

5.2. Learning tasks

The program offered to students helps them to achieve the expected results. It includes the following activities:

Theoretical classes in the large group (25 hours) (learning outcome result 1, 2, 3, 4 y 5). Explanation and guidance for the personal study of the different contents of the subject, heading towards the acquisition of competences and learning results.

Practical classes in groups (35 hours) (learning outcome result 2, 3, 4 y 5): Analysis and resolution of different practical cases both individually and in teams, using the theoretical bases of the subject.

Autonomous work (62 hours) (learning outcome result 1, 2, 3, 4, 5 y 6):

It combines personal study of the subject, analysis and study of thematerialspresented in theMoodle and groupwork.

5.3. Syllabus

Thematic Block I: Introduction to occupational performance in education, play and leisure.

Lesson 1: Occupational performance in education.

Lesson 2: Occupational performance in play.

Lesson 3: Occupational performance in leisure.

Thematic Block II: Intervention from occupational therapy in education, play and leisure.

Lesson 4: Process of Occupational Therapy in education, play and leisure.

Lesson 5:OccupationalTherapyAssesmentsTools: Education, play and leisure.

Lesson 6. Models for intervention: Occupational Behavior Model, Modelof Human Occupation, Model of Sensory Integration, Ludic Model and Dir®/FloortimeTM Model

Lesson 7. Strategies and Intervention Techniques: Education, play and leisure.

Thematic Block III: Adaptations and assistive products.

Lesson 8. Adaptations and assistive products for performance in education.

Lesson 9. Adaptations and assistive products for performance in game.

Lesson 10. Adaptations and assistive products for performance in leisure.

5.4. Course planning and calendar

Schedule of on-site sessions and project presentation:

•   Theoretical classes in big groups: 2h/week

•   Practical classes in small groups: 2h / week /group

•   Handing over of the team work:  January.

•   First theoretical exam (partial): January

•   Second theoretical exam (partial) and final theoretical exam of the whole subject: June

More information on Moodle 2.0.

TUTORING: Monday from 11.00 to 13.00 h

5.5. Bibliography and recommended resources

• Kielhofner, Gary: Modelo de ocupación humana: teoría y aplicación. 2ª ed. en español, traducción de la 4ª ed. en inglés. Buenos Aires, Editorial Médica Panamericana, 2011
• Kielhofner, Gary: Fundamentos conceptuales de la terapia ocupacional. 1ª ed. en español, traducción de la 3ª ed. en inglés. Buenos Aires, Editorial Médica Panamericana, 2006
• Polonio López, Begoña, Castellanos Ortega, Mª Cruz, Viana Moldes, Inés: Terapia ocupacional en la infancia: teoría y práctica. Madrid, Editorial Médica-Panamericana, 2008
• Crepeau, Elizabeth Blesedell, Cohn, Ellen S., Schell, Barbara A. Boyt: Terapia ocupacional. 11ª ed. Buenos Aires, Editorial Médica Panamericana, 2011
• Ayres, A. Jean: La integración sensorial y el niño. Alcalá de Guadaíra, Sevilla, MAD ; Mexico D.F. , Trillas, 2006
• Beaudry Bellefeuille, Isabelle: Problemas de aprendizaje en la infancia : La descoordinación motriz, la hiperactividad y las dificultades académicas desde el enfoque de la teoría de la integración sensorial. Oviedo, Nobel, 2003
• Beaudry Bellefeuille, Isabelle: Tengo duendes en las piernas : cómo abordar la hiperactividad, el déficit de atención y otros problemas infantiles. 3ª ed. Oviedo, Nobel, 2011
• Marco de trabajo para la práctica de la terapia ocupacional: dominio y proceso. American Occupational Therapy Association. Madrid, Asociación Profesional Española de Terapeutas Ocupacionales, 2010
• Mulligan, Shelley: Terapia ocupacional en pediatría : proceso de evaluación. Madrid, Editorial Médica Panamericana, 2006
• Moruno Miralles, Pedro, Talavera Valverde, Miguel Ángel: Terapia ocupacional en salud mental. Barcelona, Elsevier, 2011
• Oscar Sánchez Rodríguez, Begoña Polonio López, Mariel Pellegrini Spangenberg. Terapia ocupacional en salud mental: teoría y técnicas para la autonomía personal. Madrid, Editorial Médica Panamericana, 2012
• Ferland, Francine: ¿Jugamos?: el juego con niñas y niños de 0 a 6 años. Madrid, Narcea, 2005
• Ferland, Francine: Le modèle ludique. Montréal, Les presses de l´Université de Montréal, 2003
• Hemphill-Pearson, Barbara J., Peterson, Cindee Quake, Werner, Pamela Carr: Rehabilitation in mental health: goals and objetives for independent living. Thorofare, NJ, Slack, 1992
• Jane Case-Smith. Occupational therapy for children. 5th. ed. St. Louis, Elsevier Mosby, 2005
• Jennifer Creek. Occupational therapy and mental health. 3rd ed., repr. Edinburgh, Churchill Livingstone, 2003
• L. Diane Parham, Linda S. Fazio.Play in occupational therapy for children. St Louis, Mosby, 1997
• Mary Reilly. Play as exploratory learning: studies of curiosity behavior. Beverly Hills, Sage Mark, 1974
• Greenspan, Stanley; Wieder, Serena: El niño con necesidades especiales: estimulando el crecimiento intelectual y emocional. Bethesda, Maryland, Interdisciplinary Council on Developmental and Learning Disorders, 2006
• Brazelton, T. Berry, Greenspan, Stanley I: Las necesidades básicas de la infancia: lo que cada niño o niña precisa para vivir, crecer y aprender. Barcelona, Graó, 2005
• Greenspan, Stanley I., Greenspan, Nancy Thorndike: Las primeras emociones: Las seis etapas primeras del desarrollo emocional durante los primeros años de vida. Barcelona, Paidós, 1997
• Greenspan, Stanley I., Benderly, Berryl Lieff: El crecimiento de la mente : y los ambiguos orígenes de la inteligencia. Barcelona, Paidós, 1998
• Greenspan, Stanley I., Wieder, Serena: Comprender el autismo. Barcelona, Integral, 2008
• Guerra, Garbiñe. Terapia ocupacional en el entorno escolar. Butlletí informatiu APTOC núm. 41. 2n semestre curs 2011-2012
• Hughes, Patricia L., Mullins, Linda: Manual de terapia ocupacional en psiquiatría : ejercicios para desarrollar habilidades para la vida diaria. México D.F., Noriega Editores : Limusa, 1990
• Beaudry Bellefeuille, Isabelle: Hago lo que veo, soy lo que hago : cómo fomentar el desarrollo del niño desde la concepción hasta los doce años de vida. Oviedo, Nobel, 2012
• Ferland, Francine. Cuéntame un cuento : ¿Por qué? ¿Cómo? ¿Cuándo? ¿Qué historia? Madrid, Narcea, 2011
• Ferland, Francine: El niño y el juego. Bilbao, Mensajero, 2011
• Viader Vidal, Bàrbara: ¿Por qué me siento diferente? : guía pedagógica para comprender la integración sensorial y el desorden en el proceso sensorial. 3ª ed. Barcelona, Miret, 2013
• Ferland, Francine: Guía para padres desbordados y con falta de energía. Barcelona, Graó, 2008
• Blanche, Erna Imperatore: Equilibrio sensorial. Madrid, Aytona, 2011

• S Kelley. Group Sensory Experiences: School Based & Pediatric Occupational Therapy Resource Series: Volume 3. Purple Toes Books.
• S Kelley . Sensory Experiences Through Play: School Based & Pediatric Occupational Therapy Resource Series: Volume 4. Purple Toes Books.
• S Kelley. Early Intervention Play: School Based & Pediatric Occupational Therapy Resource: Volume 5. Purple Toes Books.
• S Kelley. Groups to Facilitate Motor and Language Skills with Classroom Materials: School Based & Pediatric Occupational Therapy Resource Series.  Purple Toes Books.
• Tara Delaney. 101 Games and Activities for Children With Autism, Asperger's and Sensory Processing Disorders. McGraw-Hill Education - Europe.
• Jill Jenkinson. Building Blocks for Learning, Occupational Therapy Approaches: Practical Strategies for the Inclusion of Special Needs in Primary School. Wiley-Blackwell
• Sheilagh Blyth. Boosting Learning in the Primary Classroom: Occupational therapy strategies that really work with pupils. Routledge.
• Jayne Shepherd, Barbara Hanft. Collaborating for Student Success: A Guide for School-Based Occupational Therapy. 1st Edition. AOTA Press.
• Heather Miller Kuhaneck. Activity analysis, creativity and playfulness in pediatric occupational therapy. Jones and Bartlett Publishers, Inc.
• Shelly J Lane, Anita C. Bundy. Kids Can Be Kids: A Childhood Occupations Approach. F.A. Davis Company.
• Julie Causton. The occupational therapist's handbook for inclusive school practices. Brookes Publishing Co.
• Barbara E. Chandler Gloria Frolek Clark. Best Practices for Occupational Therapy in Schools. AOTA Press.
• Jenny Clark Brack. Learn to Move and Move to Learn. Autism Asperger Publishing Co.
• Jenny Clark Brack. Learn to Move, Moving Up!: Sensorimotor Elementary-school Activity Themes. Autism Asperger Publishing Co.