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AOTA Conference: A Look Into the Student Experience ⟩
May 5, 2026, by Guest Author

Community Getting Involved Living in LA

The annual AOTA (American Occupational Therapy Association) conference took place in Anaheim, California on April 23-25. Keep reading for some student experiences at the conference!

Megha Gala

Walking into my first AOTA Inspire Conference, I thought I was coming to learn techniques. I didn’t expect to leave questioning and expanding what it truly means to practice occupational therapy.

One moment that stayed with me was during “Parkinson’s Treatment Strategies Across All Stages.” The speaker didn’t just talk about motor symptoms, she spoke about preserving self. How a simple cue or adaptive strategy can mean the difference between dependence and dignity. It reframed Parkinson’s for me not as decline, but as a continuum where OT holds space for identity. In contrast, “A Holistic Approach in Acute Care Oncology” felt quietly powerful. Amid monitors and medical urgency, OT was positioned as the profession that asks, what still matters to this person today? That question lingered with me long after the session ended.

I also found myself unexpectedly inspired by “Alternative Exercise in Parks for Stroke Rehabilitation.” It challenged the walls we place around therapy reminding me that recovery can happen in sunlight, in community, in movement that feels like life again. And then, seeing innovations in VR and hand rehabilitation robotics it felt like watching the future unfold in real time.

But the moment that truly grounded me was seeing a USC Chan professor on that stage. Confident, impactful, shaping the narrative of our profession. I felt an overwhelming sense of pride. This is where I’m being trained. This wasn’t just a conference. It was a shift from learning OT, to belonging to it.

Sri Raagavi Devi Kumaravel

Attending the AOTA Conference as a USC Chan student was an inspiring and meaningful experience. As an international student, receiving the Berro Award gave me the opportunity to attend my first occupational therapy conference in the United States, and I am deeply grateful for that support.

One of the most impactful sessions I attended explored inclusive travel using Disneyland as a case study. Since the conference took place in Anaheim, the experience felt especially immersive — we could even see the Disneyland Ferris wheel from the conference room. Seeing Disneyland presented as a “microcosm,” both inclusive and exclusionary, changed the way I think about accessibility beyond healthcare settings and into everyday community experiences. I was especially intrigued to learn that travel is not simply leisure, but can also support autonomy, self-esteem, identity exploration, and personal achievement.

I also attended sessions on school-based practice using the CO-OP approach, sleep health interventions, and school engagement in children with cerebral palsy, which strengthened my clinical reasoning and reinforced concepts related to my evidence-based project.

The conference reminded me how occupational therapy can shape communities, participation, and meaningful life experiences beyond clinical settings.

Dana Nguyen

Attending the AOTA Conference as a recipient of the Michelle Berro Scholarship was both an inspiring and affirming experience. Surrounded by passionate occupational therapy practitioners, students, and leaders from across the country, I felt a strong sense of belonging within the OT community. Each session I attended expanded my understanding of evidence-based practice, advocacy, and the evolving role of occupational therapy in diverse settings. Sessions expanding from Artificial Intelligence for Low Vision to OT in Adult End-of-Life Care challenged me to think more holistically about client-centered care. Beyond sessions, exploring technologies such as virtual reality and robot-assisted devices brought neurorehabilitation concepts to life. I also connected with OT students nationwide and participated in NBCOT activities, where I gained both knowledge and confidence. Additionally, hearing directly from clinicians who are making meaningful changes in their communities reinforced my commitment to becoming a practitioner who not only supports clients but also advocates for systemic change. I am incredibly grateful for the Michelle Berro Scholarship, which made this opportunity possible. This experience has strengthened my passion for occupational therapy and motivated me to continue learning, leading, and contributing to the profession.

Maria Nicole Carmela Sombillo

It was my first time attending the AOTA Conference, and I knew I had to make the most of it. Even though I was the only one from my cohort and didn’t have a constant companion throughout the three-day event, I set a clear intention: to immerse myself fully. I carefully organized my schedule to attend as many sessions as possible, listened intently to each speaker (J.M. Martinez’s keynote address even made me teary-eyed), explored poster presentations, and made sure to ask questions. I also took every opportunity to connect with exhibitors and fellow attendees.

As a pedagogy resident, most of the sessions I attended focused on transitioning to academia and understanding the foundations of being an educator. From this experience, I came away with five key takeaways: the more you know, the more you realize what you don’t know; networking builds connections and opens opportunities; showing up daily makes a difference; inspiration can be found in the everyday grind; and most importantly, you must pave your own way and pursue what sparks you.

Overall, the conference was an eye-opening and insightful experience, and one I look forward to attending again!

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Why I chose Occupational Therapy (OT) ⟩
April 16, 2026, by Az

Beginnings and Endings Community

After experiencing a firsthand experience of occupational therapy 4 years ago, I chose to pursue a career as an occupational therapist and learn more about hand therapy after a rock climbing incident. Working at an outpatient hand therapy clinic with an occupational therapist opened up a specialty/focus that I didn’t know existed.

Four years ago, I injured my thumb while rock climbing and found simple tasks such as picking up weights, pens, gripping jars and bottles challenging. Through my recovery, I worked closely with a hand therapist who not only helped me restore my strength and mobility but also showed me how meaningful it is to build rapport with your patients and help individuals regain independence. The experience gave me a deep understanding and appreciation for the complexity of the hand and the importance of occupational therapy’s holistic and client-centered approaches. Experiencing occupational therapy for myself inspired me to follow a path where I can support others through similar setbacks, helping them return to their chosen activities and routines that matter the most to them.

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Mural Therapy: Arts Justice Advocacy and School-Based OT Intervention ⟩
March 24, 2026, by Makayla

Community Getting Involved Living in LA School/Life Balance

Every Friday, I have the pleasure of volunteering with USC Chan alumnus and school-based occupational therapist Serena Au, servicing students (ages 4-16) with moderate to severe disabilities at a special-education school.

Over the past winter, I participated in Mural Therapy, an interdisciplinary and accessible arts program that OT Serena founded at this special-education school in South Central Los Angeles where, every semester, professional artists are invited to collaborate with the students to provide culturally responsive art education and community-based healing.

While embracing the rich cultural scenes of L.A. public art, Mural Therapy results in the students painting an entire school-wide mural that helps beautify the campus and surrounding neighborhoods as well. This collaboration involves everyone on campus, including students, muralists, occupational therapists, physical therapists, healthcare assistants, special education teachers, and surrounding community members.

While Mural Therapy supports their mental and emotional health, students build connections between life skills development and occupational therapy treatment interventions. In doing so, students develop and work on a wide variety of occupational therapy goals, such as shoulder flexion/extension, fine motor skills/grasps, postural control, and bilateral coordination. Here, public art and graffiti are legitimized as pedagogical and therapeutic tools.

Last year, communities all over Los Angeles were at the center of constant environmental and political turmoil, and at its center, students at this special education center continuously navigate the intersectionality of their different identities and multiple layers of marginalization, including disability stigma, racialized barriers, and economic inequity. Yet in the wake of devastation, this year’s mural focused on painting over loss with color and storytelling, transcending trauma into collective artistic, educational, and social change.

Rooted in the themes of resilience and affirmations of L.A. culture, OT Serena decided to collaborate with a community muralist, Mister Alek, to paint a Dodgers mural, a profound symbol of intergenerational city pride embraced by the surrounding school and neighborhood community.

Before every mural, there is an extensive process in educating and engaging the students, faculty, and community members alike. This includes stenciling, decorating painting shirts, coloring the artist’s coloring pages, completing worksheets, and engaging in thoughtful lessons and discussions on the meanings and representation behind the mural to come.

For the Dodgers Mural, I sought to create a lesson on the history of the Dodgers, the sport of baseball, as well as educate on how disability representation in Major League of Baseball (MLB) remains prevalent. Prominent and outspoken figures have reshaped dominant narratives about individual differences that affect the field of play, including pitcher Jim Abbott, born without a right hand due to amniotic band syndrome, and African-American MLB player Curtis Pride, who was born deaf. Advances in technology have enabled adaptive versions of engaging with baseball for the blind and visually impaired, such as beep baseball leagues or OneCourt tactile tablets for fans to use at MLB stadiums.

Together with the students, we scaled the entire wall and painted the background. Students painted high, low, and across all the different directions, watching their brush strokes make permanent marks in ways that would be visible and celebrated publicly. It was really so powerful seeing students who are wheelchair-bound and rarely stand up willing to stand for long periods of time for something so cool, joyful, and regulating as the act of painting.

Through an OT lens, I recognized that the index finger isolation used to position a spray paint can on a vertical surface mirrors the same fine motor patterns students use to scroll or select on Augmentative and Alternative Communication (AAC) devices on a horizontal surface. This skill transfer across different mediums and environments demonstrates just how powerful mural therapy transcends artistic expression into occupational therapy interventions in real time.

Mural therapy is not about painting a wall; it is creating a sensory and emotional experience because students are engaged in the texture of the wall, the consistency of the paint, the bristles of the brushes, and simply being present in the space.

Many students have diagnoses that make them sensitive to sensory input; however, they might need something like bright colors to pay attention or auditory input of the sounds of a shaking spray paint can. The high sensory and high visual impact that a mural can give is so important, as they act as mirrors to the students and give them validation in their artistic expressions.

Embracing the power of sports and teaching about the Dodgers is something that I hold near and dear to my heart. My family traces its roots to Lincoln Heights, just behind Dodger Stadium. I was raised in the South Bay, where I leaned on Asian baseball and basketball leagues to shape my sense of belonging and as anchors of my identity. Watching Shohei Ohtani take the field in Dodger blue or remembering the cultural impact of NBA player Jeremy Lin reinforced how Asian athletes can serve as powerful counter-narratives, disrupting longstanding stereotypes and affirming that we belong not at the margins of the game, but at its center.

These experiences fundamentally reframed how I conceptualize mobility, not just as physical movement, but as narrative and social possibility.

When I first learned to spray paint through this mural project with muralist Mister Alek, I had the pleasure of learning how to spray paint clouds and graffiti fills. Here, I experienced a renewed sense of freedom, a feeling reminiscent of being a child again. The spray paint moved quickly, fluidly, without hesitation, expanding across the wall in ways that felt limitless. That feeling embodied mobility: the ability to move, to explore, to take up space without restriction.

Mobility is often framed as purely physical attributes, but it is also social permission. It is about who is told they are capable of moving forward and who is told to stay still. For many students with disabilities, the message they receive is subtle but persistent: you are not smart enough, your body does not fit the mold, you are not athletic. This narrative restricts their personal potential long before physical barriers ever do.

Yet athletics has repeatedly proven that mobility can be redefined.

Coming off winning back-to-back World Series championships, the Los Angeles Dodgers players represent more than the name on the front of their uniforms. Rooted in the historic Elysian Park neighborhood of Los Angeles, the Dodgers have long been a focal point for surrounding Latino, Black, and Asian communities, and have long been present at the crossroads of social justice, solidarity, and community outreach. Known for their diverse fanbase and initiatives toward underserved communities, the team is a staple of L.A. culture and intergenerational city pride. Their presence reflects a broader story about who gets to occupy space — and who gets to be celebrated within it.

Mobility, curiosity, and excitement are not just themes of sport but foundations of inclusion. Within schools, athletics function as formative spaces where identity and belonging are not only expressed but also validated and legitimized. Murals serve as a direct reflection of the reality around us. When students participate in this mural, there is an public acknowledgement that they are contributing to something greater than themselves. Students perceive themselves adjacent to these positive role models through a lens of great admiration and reflection, bestowing greater agency and resolve in their own challenges.

Seeing themselves in the projection of the Dodgers players, this representation sets a precedent for newer generations to acknowledge that they can create archetypes of their own narratives. Promoting diverse athletic representation in schools fosters a critical appreciation for deconstructing structural barriers and validating marginalized experiences, serving as a liaison for cultivating a more inclusive world at large.

As an aspiring occupational therapist, my experience with mural therapy has reshaped how I understand education as a health, art, and embodied practice. Situated at the crossroads of USC, South Central, and disability communities, this experience has expanded how I envision my future field of practice.

Through shared creation, community belonging becomes tangible and imperative, challenging stigma surrounding graffiti artists, disability, and the individuals we often overlook in our daily lives. I look forward to participating with OT Serena for future murals, and I can’t wait to see all walks of life embrace and continue the legacy of the mural for years beyond my time!

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From USC to Tokyo: My Level IIB Fieldwork Journey in Pediatric OT ⟩
March 11, 2026, by Guest Author

Beginnings and Endings Community Diversity Fieldwork Housing and Transportation International

Hi, my name is Alyssa Prigge, and I am a third-year Entry-Level OTD student at the University of Southern California. I am particularly interested in pediatric rehabilitation, with a focus on motor development and neurorehabilitation approaches such as NDT. Through my international fieldwork experience in Tokyo, I developed an interest in the cognitive rehabilitation approaches used in Japanese pediatric occupational therapy. I am committed to continuing to grow as a clinician and supporting children and families from diverse cultural and linguistic backgrounds through culturally responsive care.

As I touched down in Tokyo, I couldn’t help but think about how a moment of curiosity at an international fieldwork info session had turned into a life changing opportunity. My name is Alyssa Prigge and I am an Entry-Level OTD student. For my Level 2B Fieldwork, I was placed at a pediatric day service called Linie Platz Futakotamagawa, where they serve children with neurodevelopmental disorders. The reason why I decided to pursue fieldwork in Japan is due to my personal connection to the country and my interest in learning how occupational therapy (OT) is practiced in a different cultural context. As for my background, I am half Japanese and spent my childhood growing up in Tokyo before moving to the U.S.

Living Logistics

Of course, moving back to Japan for a year of fieldwork also meant figuring out the practical logistics of where I was going to live. Although I had maintained friendships in Japan by visiting every summer, I knew living in a community with others my age would be important for my mental health. I found a company called Social Apartments that offers dorm-like housing for adults seeking social connections and community. This turned out to be the best decision for me, as I have made friends not only from Japan but also from countries like Malaysia, Indonesia, Brazil, and Thailand. Fortunately, there was a Social Apartment location that was 15 minutes by bicycle or bus/short walk from my fieldwork site. This means I can avoid cramming into trains during the morning and evening rush. In terms of other logistics, my Japanese mom helped me navigate language barriers securing health insurance and setting up utilities for my apartment. Since I hold a Japanese passport, I didn’t have to worry about student visas and I was able to register for the National Health Insurance.

Life Experiences

My favorite experiences living here have been the summer firework festivals where people dress up in kimonos, eating takoyaki or okonomiyaki from street vendors, and walking through neighborhoods that each have their own personality and charm. I love exploring new restaurants that serve Japanese-style Italian food, Taiwanese dishes, and cold noodle dishes like soba and udon. As I’ve settled into daily life in Tokyo, living here has brought up a renewed awareness of my identity. Japan is a relatively homogeneous country, and as someone who is half Japanese, I have often stood out. Reconnecting with old friends from international school introduced me to a community of other mixed Japanese people who share similar experiences and have helped me embrace that difference.

Challenges

In terms of challenges I’ve experienced, I am not natively fluent so keeping up in meetings and articulating my thoughts professionally has been a learning curve. In the beginning, getting used to the constant processing and responding in Japanese was mentally taxing, causing my brain to fatigue more quickly than usual. I often rely on technology to look up unfamiliar words, transcribe and translate faster-paced conversations, and help format professional emails using keigo, the polite form of Japanese. These tools help bridge the gap in language skills that developed after living in the U.S. for over a decade. For students considering international fieldwork, I would recommend having a strong level of experience with the language and culture of the country you hope to train in, as not every site may be as accommodating to language differences as mine has been.

Opportunities

Since beginning my Level 2B fieldwork, I have learned OT practices unique to Japan through conducting small-group interventions. The daily programming blends cognitive and school-based activities (such as hiragana writing, counting, and language comprehension) with movement and balance tasks designed to support body awareness, postural stability, and coordination. Main goals in OT are to address caregiver concerns on their child’s ability to respond appropriately to environmental demands like educational and community contexts where children must function cohesively in groups. Additionally, this experience has also opened the door to opportunities I never expected, such as attending a pediatric OT conference in Yamagata, participate in Linie training conferences, presenting to OT students in Tokyo on differences between OT practice in the United States and Japan, and connecting with numerous OTs and related professionals from Osaka, Tokyo, and Kobe.

One especially meaningful experience was having the opportunity to be introduced to leadership members of the Japanese Association of Occupational Therapists (JAOT) by my supervisor, Saeko Takenaka, the director of Linie. I was able to share about my fieldwork experience in Japan and discuss similarities and differences between OT practices in both countries. Through this connection, I have been invited to observe OT practice in inpatient psychiatry, a setting I haven’t been exposed to in the U.S. Additionally, because Linie is a rehabilitation service provider with multiple locations across Tokyo serving individuals across the lifespan, I had the opportunity during Term 1 to observe a variety of clinical settings, including home rehabilitation, pediatric day services for medically complex children, an inpatient pediatric hospital, and an outpatient orthopedic clinic.

With USC’s unique and extensive global network, I have had the chance to pursue fieldwork in a place that is both personally meaningful and professionally enriching. If you have the opportunity to do international fieldwork in a country you have ties to, I would absolutely take it.

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Occupational Therapy — A Family Affair ⟩
January 21, 2026, by Trinity

Beginnings and Endings Community

At the beginning of the year and just following time with my family this holiday season, I am prompted to reflect on how I got here, now a second year in the occupational therapy doctorate program. When looking back, I started to realize that I have not been on this journey alone. There have been so many people in my corner, and I wanted to take this moment to thank them.

I got to thinking about this topic because of a photo my brother sent me recently:

The caption reads “new pincer grasp practice just dropped,” and he is holding a fork between his thumb and index finger in a traditional pincer grasp. My brother is not an occupational therapist, but he has endured countless nerdy monologues about different grasps and developmental milestones from me. Now, he will always point out when he is using a particular grasp because he knows it is what I study. As we develop as occupational therapy students, we also share what we know with those around us, including our loved ones, which is a method of advocacy in itself.

Not only has my family been subject to lecture — like soliloquies on the ins and outs of occupational therapy, but they have also been my willing guinea pigs as I trial new interventions on them. All members of my family from my smallest cousin to my great grandmother have helped me try some new occupational therapy tricks.

My grandma who was 98 years old at the time of this photo tried my balloon batting activity. I am so grateful for her.

One of the defining features of occupational therapy is the importance it holds for a client’s individual values. In fact, we may walk the client through values checklists in sessions, and as a student, I have participated in the checklist multiple times. For me, family always comes out as one of the most important values. I am grateful for my family and all they have taught me.

I have learned that family is at the heart of occupational therapy. Whether that be a spouse who has taken on the role of care partner, a parent who is worried about their child’s development, a child who is transitioning their parent to a new living situation, or a friend who has been an active listener throughout challenges, family is almost always involved in some way. We have the responsibility to care for our clients, but we can’t forget about the people who love and care for our clients as well. As we appreciate the people who have helped us along the way, it can help us remember to acknowledge the efforts of a client’s family.

Wherever you are on your OT journey, whether you are nearing the beginning or the end, please do not forget the people who have helped you get there. They will be the ones cheering for you when you graduate, when you get your first job, and at every little moment in between. If you feel that you have not found those people yet, I guarantee you that you can find them at USC. The faculty and students here have become my family. It is with them, and with my family at home, that this journey has been possible for me. I invite you to say thank you to those who listened to you and supported you, to those who learned what occupational therapy is because you are pursuing it, those who are on this journey alongside you! We don’t do it alone, and what a blessing that is!

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