Student Blog
Externships

My Experience Shadowing at School-Based and Pediatric Outpatient Clinics ⟩
November 11, 2025, by Makayla

Externships Fieldwork Getting Involved

In continuation of my previous blog, My Guide for Finding Volunteering and Shadowing Opportunities, I wanted to share some of my experiences this past summer, where I volunteered at two different pediatric outpatient clinics and shadowed with a school-based Occupational Therapist. As an aspiring Occupational Therapist in the future, these experiences align with my innate desire to understand pediatric patients’ experiences and their application to broader implications on healthcare outcomes and treatment approaches in the field of Occupational Therapy.

Pediatric Outpatient Clinics

This summer, I volunteered at playSense and Kids in Motion Pediatric Therapy, where I gained invaluable exposure in considering a career working in pediatric outpatient clinics. I found these clinics via USC Chan’s OS/OT Volunteer Opportunities page , and I simply reached out to them through email. Since I am a planner, I reached out during the spring in order to start right away when summer started. I recommend planning ahead because programs and clinics can become bombarded with volunteering and shadowing requests. It is important to reach out and initiate getting involved early!

Here are some important takeaways that I learned!

1. Using play and intrinsic motivation to inform the patient’s session treatment and goals

In the pediatric outpatient clinics that I volunteered at, I found that Occupational Therapists would let patients play and pick out their games or activities right off the bat at the start of their session. Then, Occupational Therapists would use these influences to adapt and inform their sessions to empower patients to participate in meaningful occupations with greater independence, ease, and confidence. In doing so, occupations are used as both a means and an end goal to maintain independent skills or to find solutions to challenges that may make participation in daily living difficult. Whether it be through toys, board games, swings, or obstacle courses, kids are intrinsically motivated to engage in activities that they are personally drawn to or interested in. For example, to aid in the development of proper pencil grasp, an Occupational Therapist would have patients use tweezers to pick up small figurines hidden in a container full of rice. Using a spoon to scoop up kinetic sand or puff balls into a toy ice cream cone can also help patients work on their pencil grasp while also working on foundational bilateral skills as well. As a result, the interventions by the Occupational Therapists are made easier for patients in completing treatment goals and applying these skills for everyday use!

2. Therapy exhaustion is real

Oftentimes, I would see that the schedule of the Occupational Therapist was jam-packed, with back-to-back patients with only lunch as their break. It is not easy having to run from one session to another while having to debrief parents at the end of a session and then jump to introduce another patient at the start of their time. Additionally, patients may cancel or run late, or even sessions can go over time or run short if any difficulties arise. In order to alleviate some of these stressors, I line up the specific toys, materials, or adaptive tools ahead of time for the Occupational Therapist so that we are ready to go when each session starts. In addition, I have a new appreciation for the stillness and calm in between sessions, where Occupational Therapists are able to rest and recharge in whatever time they have left. I can only imagine the exhaustion after the end of a day’s work, so this serves as an important reminder to me to prioritize restorative occupations as well!

School-Based OT - Extended School Year (ESY)

This summer, I shadowed an Occupational Therapist during an Extended School Year (ESY) program. An Extended School Year (ESY) program provides special education services to students with intellectual disabilities extending beyond the regular school year. Many times, ESY programs have smaller class sizes and may be at no cost to parents as well.

I got connected with this opportunity through my involvement with the Asian Pacific Alumni Association’s (APAA) Scholar Program. Alongside receiving a scholarship from the program and participating in year-long service hour requirements, we are put into families with board members. Fortunately for me, my board member is an Occupational Therapist who also graduated from USC. I had simply reached out to talk with her, and she quickly connected me to an Occupational Therapist whom I could shadow in the school district that she worked in. Easy peasy; the connections in the Trojan Family are real! She has a breadth of knowledge and has since worked in schools as an Occupational Therapist, School Principal, and Director of Special Education. Now, she works at the County Office of Los Angeles, formulating plans to make inclusive college graduation requirements and integrate greater services for individuals with intellectual disabilities across the University of California System and USC. This is all good news!

Here are some important takeaways that I learned!

1. Sitting in on Individualized Education Program (IEP) Evaluation session

While sitting in on an IEP meeting, I learned how comprehensive this process can be in order to determine if special education eligibility is required to fit the educational needs and curriculum of a student. One student’s file contains multiple documented evaluations over time, and different parties are involved in the meeting to consider the intervention plans for a student. This includes Occupational Therapists, Speech-Language Pathologists, parents, case workers, teachers, school administrators, and even lawyers/attorneys. I watched how emotionally laborious these meetings can be, especially for the parents when there is a legal presence and school administration in the room discussing their child. Nonetheless, it is nice to know that these teams of professionals are comprehensive and thorough when formulating educational plans for each student.

2. Career change is normal and encouraged!

The Occupational Therapist that I shadowed had started working in the biology field out of college, working in a genetics lab. However, she sought out a job that had a greater work-life balance when starting a family and decided to change her career to Occupational Therapy when she was 27 years old. If it weren’t for her biology background or her life’s circumstances, she would not have these experiences to inform her direction into the field of Occupational Therapy. Now, as an Occupational Therapist, she has greater meaning and purpose in her career, as well as in the current occupations she participates in.

3. Picking a field in occupational therapy: Personal experiences shape preferences

The Occupational Therapist that I shadowed shared that she had a greater inclination and cause toward working in younger populations because they are sponges for knowledge and have so much life ahead of them. She wasn’t attracted to older populations as much because they reminded her of her father, who dealt with Parkinson’s Disease, and this deeply affected her. She had been around hospice care and hospitals for a good while, and she knew that this field was not for her. On the other hand, her colleague, who is also an Occupational Therapist, enjoys working with older populations within geriatric care. The motivation for this person was working with people who were able to live out their whole lives and have extensive knowledge from their lived experiences. As a result, personal experiences can shape personal preferences, leading to greater motivations to serve specific populations.

4. Teacher, Occupational Therapist, and Speech-Language Pathologist - Same team, different roles

I found that balancing the needs of the teacher, Occupational Therapist, and Speech-Language Pathologist can be challenging when disrupting the student’s educational flow; however, maintaining a careful balance and encouraging intersectional collaboration between them all is crucial for worthwhile results. Sometimes the same student may need the services of both the Occupational Therapist and the Speech-Language Pathologist, so careful planning of classroom activities and schedules can help maximize the student’s time in these services. Additionally, The Occupational Therapist that I worked with utilized the push-in method, where they provide support directly with the student in the classroom. This intervention supplements the classroom instruction, instead of pulling the student out of the classroom for separate instruction.

Check out Student Ambassador Cara’s blog about the differences between Occupational Therapists and Physical Therapists

5. Sensory Integration in a school setting can be hard, but worthwhile

Sensory integration is a therapeutic framework aimed at aiding individuals in organizing and responding to sensory information from their bodies in relation to their environment. While volunteering at the pediatric outpatient clinics, sensory integration was everywhere; however, in a school, these interventions can be hard to do within the confines of the school’s resources, funding for equipment, and school schedules. However, if sensory integration can be supported in school-based occupational therapy practice, it can have a wide range of benefits in supporting student participation, inclusion, and regulation in schools. Learn more about Ayres Sensory Integration (ASI) here:

Check out more about Ayres Sensory Integration (developed here at USC Chan!)

6. Caseload vs. Workload

Caseload is the total number of students that the Occupational Therapist is responsible for supporting; however, the workload encompasses the amount of time and effort to support a student directly, and indirectly, through additional tasks and responsibilities that go into advocating for a student’s support towards their goals. Yet, in many school districts, only their caseload is recognized, which can invisibilize the extensive labor in additional responsibilities and can lead to burnout. School-Based Occupational Therapists are responsible for more than just treatment of students; Ongoing evaluations, IEP meetings, consultations with school administrators, and traveling between schools are just a short list of items that a School-Based Occupational Therapist covers.

Additionally, based on the school district, there could be one Occupational Therapist servicing multiple schools, leading to extensive travel time and careful planning to mitigate conflicts in scheduling. The work that School-Based Occupational Therapists do is invaluable to student success; however, it is difficult sometimes to quantify the depth and impact that they make in students’ lives. As a result, it is important to recognize setting healthy boundaries with the responsibilities that one manages, as well as advocate for greater school resources to supplement and support one’s role as an Occupational Therapist.

7. Occupational Therapy advocacy in the state legislature

The Occupational Therapist that I shadowed expressed challenges in explaining Occupational Therapy services and advocacy, especially in schools and state legislatures. She expressed that there are so many nuances and subtleties that come with the job that she did not know before entering the profession. Fortunately, since shadowing her, there have been great leaps in Occupational Therapy advocacy in the state legislature. California’s governor, Gavin Newsom, has since passed the California Bill AB 1009 law as of October 11, 2025, which modifies the current law to increase professional equity for Occupational Therapists and Physical Therapists to earn school-based administrative services credentials. In doing so, this is a huge stepping stone in giving state-licensed and highly educated professionals a pathway to pursue administrative leadership, opening doors for greater Occupational Therapy impacts on schools for generations to come.

When volunteering or shadowing, I’ll leave you with some parting advice:

• Take the pressure off
  Remember that this is your experience, so you get to ultimately decide what you want to get out of volunteering or shadowing experiences. Keep an open mind and flexible when entering a practice because you never know what you may encounter or find interesting.
• Be real with your commitment
  Although certain programs may have a specific schedule, be sure to block specific times to attend to this commitment. Changes in your schedule may happen, however be conscious of your time and their time as well. Sometimes you may be more available during the summer than during the school year. It is all up to you, however, keeping a consistent routine in your schedule is beneficial in establishing these relationships long-term.
• Ask questions
  No question is too dumb to answer. It is your experience at the end of the day, so the squeaky wheel gets the grease! A great question to ask is “In what ways do your professional and personal endeavors empower you to support the growth and development of the clients and students you work with?”
• Have a notebook in hand
  For me, I keep a small notepad to jot down notes during volunteering or shadowing sessions, where I write down observations or any questions I may have for an Occupational Therapist. For me, when I am shadowing a session, my main focus is observation, so as to keep the session as natural as possible and so as not to disturb the session. However, sometimes an Occupational Therapist may call upon me to participate with the patient as well, such as with a game or interactive activity. After a session, I will debrief with the Occupational Therapists on any questions I may have. Later, I add these notes to my own database of Occupational Therapy experiences!
• Adhere to their dress code
  Dress for success! Many times, volunteering or shadowing programs have a dress code, and it is for specific reasons. Having appropriate attire, especially when dealing with different populations, is crucial for stepping into a practice. For example, do not wear any dangly jewelry because it can be a safety issue in many settings that can potentially injure you. Don’t forget to wear your volunteer badge for easy identification in a clinic, if your program issues one as well!
• Remember to get any medical clearances!
  Many times, this may be proof of vaccinations or TB (Tuberculosis) tests in order to clear you to start at a practice. Try to do so early, and plan ahead so that you can get to volunteering or shadowing quicker!

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What in the world is a Maymester? My time abroad in Spain and Italy ⟩
July 11, 2025, by Avery

Classes Externships

I have always wanted to study abroad in college. I love to travel, experience new cultures, and see the world from different perspectives. However, when I started the accelerated BS-OTD program at USC Chan, I quickly realized that spending an entire semester abroad would be challenging.

In our program, we complete most of our undergraduate credits in just three years, which doesn’t leave much room for a traditional semester abroad. While it is possible, it requires a careful plan from the start of freshman year to squeeze in all required credits. I wasn’t ready to commit to it my freshman year, so for a while, I thought I had missed my chance to study abroad.

That’s when I discovered one of USC’s best-kept secrets: the Maymester.

So, what in the world is a Maymester?

A USC Maymester is a short, intensive study abroad program offered right after the spring semester, usually from mid-May to mid-June (allowing you to return in time for that June 15th internship start date!). These programs count as part of your spring course load and typically last three to four weeks, allowing students to earn academic credit while being fully immersed in a new cultural and academic environment.

Maymesters are faculty-led: a USC professor designs the course content and location and travels abroad with the group. Most Maymester courses are worth four units (the same as a regular semester class) but condensed into four immersive, action-packed weeks. There are Maymesters in a huge range of subjects, from math to storytelling, food and culture, law, and beyond.

Whether a student’s program makes it tough to go abroad for a full semester, or they just don’t want to miss that much time on campus, Maymesters are a great way to gain international experience without the full semester commitment.

I was lucky enough to go on a Maymester of my own this spring. On May 17th, I packed my bags and headed to the airport, ready to learn in a new country alongside peers I had never met before.

I took a class titled WRIT 380: Writing Sustainable Futures. For three weeks in Spain and one week in Sicily, we explored how climate change is reshaping migration across the Mediterranean. We studied how Spain and Sicily approach sustainability, climate policy, and immigration (topics that are becoming more urgent every day) and compared them to what we see in the U.S. We visited Madrid, Seville, Barcelona, and Syracuse, learning directly from local communities, and organizations. For our final project, we created a plan to bring one of these ideas home to Los Angeles.

It turns out that cities like LA have a lot to learn from places like Spain and Sicily. The climate crisis is about more than rising temperatures — it affects people’s daily lives, displaces communities, and changes how we experience the world.

Even though this wasn’t an OT-specific class, as a future occupational therapist, I was especially interested in how sustainable living conditions affect people’s well-being. I had the privilege of visiting countless local NGOs, non-profits, and government groups, learning the work they are doing to protect immigrants, communities, and this planet. I learned that cities designed with nature, walkable neighborhoods, and strong community support help people live healthier lives — values we don’t always prioritize back home.

I left the class feeling inspired to use what I learned to help people and our climate back home. Whether that is through my future practice, advocacy work, or everyday conversations, I can’t wait to put these lessons into action and help build healthier, more sustainable communities.

Outside of class, my peers and I made the most of every moment in Spain and Sicily. We became fast friends, and whenever we weren’t in lectures or writing essays, we were exploring. Beaches, museums, soccer games, ancient ruins, parks, new cities, cathedrals, shopping streets, boats, new foods, paddle boarding — you name it, we did it.

After the program wrapped up in Sicily, I took advantage of being abroad to keep traveling and check a few more destinations off my bucket list, including Rome, Venice, and Florence.

I truly could not be more grateful to have had the opportunity to study abroad in this fashion. The USC Maymester is just one of the countless fabulous opportunities available at this university.

Even if you can’t study abroad or go on a Maymester, let this be your reminder to take advantage of the resources this school has to offer. If you’re thinking about a Maymester, or any opportunity that pushes you outside your comfort zone, go for it. You’ll come back with new friends, new memories, and a perspective that’s worth every minute. If you’re curious about Maymesters, check out the USC Dornsife FLP website or talk to your academic advisor — you might be surprised at how many options there are. And if you have any questions about my experience or what it’s like to study abroad as an OT student, feel free to reach out, I’d love to share more and help you plan your own adventure!

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Going Back in Time to High School: My Externship Experience ⟩
April 12, 2022, by Alyssa

Externships

As part of OT 540: Leadership Capstone, all students are tasked to design a leadership experience for themselves across two weeks following spring break. The flexibility of this assignment was intimidating - so many things to choose from. You can do online certifications, shadow healthcare administrators, get involved in policy advocacy, or really . . . anything else you could think of, as long as it relates to leadership development.

I knew that after attending a large part of OT school online I wanted to take advantage of having another in-person learning opportunity. Thus far, I’ve learned that I love the hospital setting, but what if another setting was out there that I just hadn’t gotten the chance to see? So given that I took the pediatrics immersion online, I decided to aim for a leadership experience within a school.

The externship project is specifically NOT fieldwork. You’re not supposed to observe or provide clinical services, so shadowing a traditional school-based OT was off the table. However, it still posed a unique opportunity to explore the role of OT with a population I’m interested in – high schoolers. I attended a high-pressure vocational high school, and I desperately wish I could go back in time and tell myself everything I’ve learned since about taking care of myself. So that was the general theme I was going for.

My goals included:

1. Promote the value of occupational therapy in the high school setting through education on the benefits of OT for academic success and student wellness
2. Better understand the collaboration between teachers/administrators and OTs in school settings
3. Prepare for leadership roles by practicing and developing my professional communication skills.

There are 10 full days to fill with externship activities, and they can be at different sites as long as they’re all related. They could also be completed outside the two dedicated weeks in the semester. I did half of my activities during the externship weeks, and spread out the other half beforehand.

The primary experience of my externship was a collaboration with my high school health teacher back at home in NJ. I worked with her to identify wellness-related needs of her current students and put together general wellness presentations to give to her classes.

The week was wonderfully chaotic. Getting to interact with students and learn more about the behind-the-scenes work of teachers was awesome. Having to evacuate the building mid-presentation because of a gas leak was . . . a lesson in flexibility. Overall, it was incredibly meaningful for me to go home and be back in a familiar setting sharing the benefit of the OT wellness lens with students and teachers.

In preparation for this experience, I connected with Dr. Rashelle Nagata at the USC Kortschak Center for Learning and Creativity for guidance. From Dr. Nagata, I learned more about the role of OT for academic success/wellness promotion for older students, and she was an essential mentor for developing engaging evidence-based presentations. An additional opportunity presented itself to volunteer with an OTD resident at a charter school in LA, so I also spent some externship hours working with her to plan and implement social-emotional learning activities for students there. So in total, that’s 3 sites, 3000 miles apart, mostly in person and partially via Zoom meetings. What an experience!

To any future students, I highly recommend using the externship as an opportunity to try something new and hone your leadership skills along the way.

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Perspectives of a Post-Professional MA to OTD Student: Amy Yeu ⟩
September 29, 2021, by Global Initiatives Team

Classes Externships International

Su-Min (Amy) Yeu, OTD

By Michelle Plevack
Entry-Level Professional Master’s student

In collaboration with Maggie Chen and Prutha Satpute
Global Initiatives OTDs

Editors Alison Chang, Vanessa Elshamy, and Brittany Inouye
Entry-Level Professional Master’s students

Global Initiatives OTD Maggie Chen had the opportunity to interview international student, Su-Min (Amy) Yeu. Michelle Plevack wrote this blog with the purpose of sharing Amy’s perspectives of her transition from USC’s Post-Professional Master’s Program to the Post-Professional Doctorate of Occupational Therapy (OTD) Program.

What are some of the factors that influenced your decision to continue your education with the OTD?

Amy: I considered professional, personal, and program aspects. Professionally, I thought about my future career and my goals. As an international student, I thought about what I was interested in but could not learn in my hometown. For example, I know that OT in the United States focuses on health promotion, an area I am interested in. I also thought about the timeline and pathway that I am going to take in the future. For example, when am I going to do the OTD and how long is the program going to be?

Personally, I hope to return to Taiwan. I also thought: if I am not going to do the OTD, then what am I going to do? Am I going to work in the US or am I going back to Taiwan? I also thought about the difference if I did not have the degree: is it only because I want to earn another credential, or is there anything else that is important to me? Another thing I considered was employment, of course. Like many students, I have concerns about paying tuition and looked into residencies that might offer a scholarship or stipend for me. As far as personal goals, it was important for me to travel abroad and to gain new experiences in the US.

Considering programs, I was interested in non-traditional tracks that focus on health and wellness and international relationships. I know at USC they have clinical, research, administration, and pedagogy tracks. I ended up being placed with the Kortschak Center for Learning and Creativity (KCLC — clinical track) at USC which I am very grateful for, and I know at USC, I can choose to have a subspecialty — in research, for example — that could contribute to my career goals.

What goals have you set for yourself during your OTD? Why is the OTD beneficial to your future goals and career?

Amy: I want to network and build relationships within the USC community and improve my clinical skills by utilizing my therapeutic use of self, motivational interviewing, and evidence-based knowledge. With these skills, I can not only provide services appropriately, efficiently, and holistically to all students, but also appropriately refer students to other services. As I know these services are not currently popular in Taiwan, I hope to show the efficacy of the services at KCLC by conveying the unique roles and skills of occupational therapy and academic coaching services in universities. My future goal is to improve the quality of life of university students in Taiwan, particularly as a result of the COVID-19 pandemic, by implementing and developing novel ideas into on campus services. I believe having a doctorate level of education at international conferences will allow me to effectively advocate for essential services and pioneer the roles of OTs working in universities.

How has the transition from Post-Professional MA to OTD been?

Amy: This transition looks different depending on what track you are taking. For my clinical track, I spend most of my time in my residency at 20 or 40 hours a week. Compared to being an Post-Professional MA student, your role changes as an OTD student, as you are ‘in the driver’s seat’ where you need to be self-directed, proactive, and create your own structure to support your goals. However, because I am more settled into my role after the MA program, I feel less anxious and confused, and even excited about my coursework. Consequently, compared to being an MA student, there are fewer social opportunities with peers due to the nature of the coursework for the OTD program.

What has been the best and hardest part of the OTD so far?

Amy: The best part is my residency — I feel like I am seeing the endless possibilities of occupational therapy. There have been so many opportunities during the process of integrating my knowledge, experiences, and passions in a way where I am ‘learning by doing’. I get to wake up excitedly, not only because of schoolwork, but also because I am pursuing my dreams while collaborating with people who share the same goals, values, and beliefs. Some difficult aspects of the OTD for me as an international student are the language and cultural barriers, particularly while sharing thoughts. I am still figuring out how to provide services and express my perspectives with the KCLC team in an effective and efficient manner. Due to the cultural differences between myself, clients, and peers, I am also not always familiar with a place or experience they might reference to. Finally, learning to be more flexible due to the uncertainties of the pandemic, such as adjusting to hybrid services, has been a challenging transition as well.

How have you been balancing leisure and personal time with OTD responsibilities?

Amy: I try to be patient and kind to myself. Luckily, I work in a residency that promotes the importance of work-life balance and recommends us to not bring work home. I also try to focus on self-care activities, setting up short breaks, making time for myself, journaling, having snacks, listening to music, catching up with family, and socializing with friends on weekends.

What advice would you give to students about the OTD?

Amy: For those indecisive about the OTD, I would recommend connecting with professors, residents, and other peers who are interested in discussing the OTD. In my experience as a MA student, it can be hard to decide one month into the program if the OTD is right for you. And even though I am very satisfied with my residency, I regret not applying to even more sites! Remember that post-graduation, you do not need to stick to whatever you do for your OTD. If you are planning on doing the OTD, consider what you want to get out of this program. You won’t regret it! Keep dreaming big! Jot down your thoughts, journal, and think deeper. Remember there are no restrictions with what you can do with an OT background. Consider being open to roles or positions not necessarily called OT if they relate to your passions.

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Externship project — The experience of spiritual participation among people with intellectual disabilities in an evangelical church in Hong Kong ⟩
September 15, 2021, by Global Initiatives Team

Diversity Externships International

By Rebecca Ka Ki Tam
Post-Professional Master’s student

This externship project was inspired by the concept of occupational justice. I worked as a pediatric occupational therapist in preschool settings in Hong Kong before studying at USC. During those days, I had little knowledge about occupational justice. My studies at USC have expanded my understanding of occupational justice and greatly inspired my belief that occupational therapists can advocate for everyone’s right to participate in everyday occupations regardless of age, ability, gender, social class, or other differences (American Occupational Therapy Association, 2020; Nilsson & Townsend, 2010, p. 58). This concept has allowed me to reflect on my experience volunteering in a church in Hong Kong that pioneered spiritual participation among people with intellectual disabilities (ID). I experienced the joy among people with intellectual disabilities in their Sunday services. I wondered, however, whether spirituality is vital to their well-being. This population is one of the most controversial populations to serve in churches since many people believe that individuals with ID cannot fully understand the concept of faith. Thus, I became curious to know more about spirituality in this population — what is their experience in this occupation? How important is faith among people with ID? As revealed in my full article, I started this externship project to explore spiritual participation among people with intellectual disabilities. I conducted interviews in a church that pioneered spiritual participation among people with intellectual disabilities in Hong Kong. I interviewed a participant with severe ID, the participant’s caregiver, a volunteer, and two pastors. I also interviewed Professor Sarah Shea, who is involved in research relating to practical theology and theologies of disabilities and who ministered to marginalized populations at Hong Kong Baptist Theological Seminary.

One memorable experience during this project was my interview with Anna (pseudonym), who has a severe ID. During the interview, she prayed for me, sang me a gospel song, and joyfully asked me to accompany her to church. Anna revealed how much she loves church life. I was very touched by her warm welcome and explicit love. Her caregiver shared with me that spiritual activities were unique in that they have helped Anna understand more about life and death, and overcome loneliness.

Anna initially was not comfortable talking to me during the interview. At first, she frequently walked away and ignored my questions. I then tried to talk in simple sentences and treated her as a friend. She gradually became more relaxed, sat down, and chatted with me. It reminded me of a pastor’s sharing that it is always important to be “present” — “Take your time, no rush. Be there with them, despite their circumstances, and treat them genuinely as true friends.”

In this project, I further reflected on how the arbitrary binary of “typical” or “atypical” classifications has inevitably become a barrier to genuine communication. Despite differences, we can always treat each other as true friends, learn from each other, and accept support and help from each other. I used to have a misconception that people with different intelligence might have different needs. Thus, it might be suitable to segregate people into various groups according to their needs. However, I realized this misconception was a barrier that had obstructed my genuine interaction and friendship with people diagnosed with intellectual disability. There should not be hierarchies in interaction, but we should celebrate our diversity. In an interview, a pastor shared that occupational justice probably does not merely focus on enabling people to participate in a particular occupation but also emphasizes the meaningful interaction among different people within that context. I envision that the concept of occupational justice will be more widespread someday, and I hope this article will motivate the public to advocate for occupational justice among people with intellectual disabilities.

References

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 68(Suppl. 1). S1-S48.

Nilsson, I., & Townsend, E. (2010). Occupational justice — Bridging theory and practice. Scandinavian Journal of Occupational Therapy, 17, 57–63. https://doi.org/10.3109/11038120903287182

Tam, R. K. K. (2021, July 15). The experience of spiritual participation among people with intellectual disabilities in an evangelical church in Hong Kong

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