261
Views
0
CrossRef citations to date
0
Altmetric
Article

Serving theatregoing children with special needs: Implications for inter-professional collaboration

, , &

References

  • American Occupational Therapy Association. 2015. Occupational therapy’s perspective on the use of environments and contexts to facilitate health, well-being, and participation in occupations. American Journal of Occupational Therapy 69 (3):1–21. doi:10.5014/ajot.2015.696S05
  • American Occupational Therapy Association. 2015. The role of occupational therapy within health promotion. AOTA.org. https://www.aota.org/-/media/corporate/files/aboutot/professionals/whatisot/hw/facts/factsheet_healthpromotion.pdf.
  • Anderson, M., R. Ewing, and J. Fleming. 2014. The role of family in young people’s theatre attendance. Youth Theatre Journal 28 (1):61–73. doi:10.1080/08929092.2014.898549.
  • Bedard, R. 2009. The cultural construction of theatre for children and young audiences: A captive eddy of recursive harmonies. Youth Theatre Journal 23 (1):22–29. doi:10.1080/08929090902851551.
  • Berg, B. 2007. Qualitative research methods for the social sciences, 306. Boston: Pearson.
  • Council for Exceptional Children. 2005. Universal design for learning: A guide for teacher and education professionals, 1–13. Arlington, VA: Merrell Education.
  • deAguilera, J. A. S., C. Hocking, and D. Sutton. 2018. The transformative power of therapeutic theatre: Enabling health and wellbeing. New Zealand Journal of Occupational Therapy 65 (2):31–38.
  • DePrizio, J. 2016. Making the case for transforming training. Journal of Museum Education 41 (1):3–9. doi:10.1080/10598650.2015.1126057.
  • Dodd, J., and C. Jones. 2014. Mind, body, spirit: How museums impact health and wellbeing, 4–7. Leicester, UK: University of Leicester.
  • Elsabbagh, M., A. Yusuf, S. Prasanna, K. Shikako-Thomas, C. A. Ruff, and M. G. Fehlings. 2014. Community engagement and knowledge translation: Progress and challenge in autism research. Autism 18 (7):1–11. doi:10.1177/1362361314546561.
  • Fletcher, T., J. Parrish, and M. Sherman. 2018. Exploring how live theatres promote participation for children with special needs. Physical and Occupational Therapy in Pediatrics 38 (2):157–67. doi:10.1080/01942638.2017.1368056.
  • Greene, J. P., B. Kisida, and D. Bowen. 2014. The educational value of field trips: Taking students to an art museum improves critical thinking skills and more. Education Next 14 (1):79–86.
  • Heather Fitzsimmons Frey. 2016. Producing meanings about cultural differences and identities in Canadian TYA: Three case studies. Youth Theatre Journal 30 (1):81–87. doi:10.1080/08929092.2016.1158020.
  • Kulik, T., and T. Fletcher. 2016. Considering the museum experience of children with autism. Curator 59 (1):27–38. doi:10.1111/cura.12143.
  • Larson, E. 2010. Ever vigilant: Maternal support of participation in daily life for boys with autism. Physical and Occupational Therapy in Pediatrics 30 (1):16–27. doi:10.3109/01942630903297227.
  • McConkey, R., A. Mullan, and J. Addis. 2012. Promoting the social inclusion of children with autism spectrum disorders in community groups. Early Child Development and Care 182 (7):827–35. doi:10.1080/03004430.2011.586128.
  • Meade, M., T. Nokes, and D. Morrow. 2009. Expertise promotes facilitation on a collaborative memory task. Memory 17 (1):39–48. doi:10.1080/09658210802524240.
  • Orland-Barak, L., and H. Yinon. 2005. Sometimes a novice and sometimes an expert: Mentors’ professional expertise as revealed through their stories of critical incidents. Oxford Review of Education 31 (4):557–78. doi:10.1080/03054980500355468.
  • Phillips, M. E. 1996. The use of drama and puppetry in occupational therapy during the 1920s and 1930s. American Journal of Occupational Therapy 50 (3):229–32. doi:10.5014/ajot.50.3.229.
  • Schell, B., G. Gillen, and M. Scaffa. 2014. Willard and Spackman’s occupational therapy, 9–27. 12th ed. Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins.
  • Schellhase, K. C., J. Plant, and C. Rothschild. 2015. Collegiate athletic trainers’ perceived and actual knowledge of therapeutic ultrasound concepts. International Journal of Athletic Therapy and Training 20 (5):43–53. doi:10.1123/ijatt.2014-0080.
  • Schwartz, H., and K. Drager. 2008. Training and knowledge in autism among speech-language pathologists: A survey. Language, Speech, and Hearing Services in Schools 39 (1):66–77. doi:10.1044/0161-1461(2008/007).
  • Silverman, F., B. Bartley, E. Cohn, I. M. Kanics, and L. Walsh. 2012. Occupational therapy partnerships with museums: Creating inclusive environments that promote participation and belonging. The International Journal of the Inclusive Museum 4 (4):15–30. doi:10.18848/1835-2014/CGP.
  • Strong, S., P. Rigby, D. Stewart, M. Law, L. Letts, and B. Cooper. 1999. Application of the person-environment-occupation model: A practical tool. Canadian Journal of Occupational Therapy 66 (3):122–33. doi:10.1177/000841749906600304.
  • Texas Education Agency. 2017. Special education rules & regulations. http://framework.esc18.net/Documents/Side_by_Side.pdf
  • Wackerhausen, S. 2009. Collaboration, professional identity, and reflection across boundaries. Journal of Interprofessional Care 23 (5):455–4. doi:10.1080/13561820902921720.
  • Wasmuth, S., and K. Pritchard. 2016. Theatre-based community engagement project for veterans recovering from substance use disorders. The American Journal of Occupational Therapy 70 (4):1–11. doi:10.5014/ajot.2016.018333.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.