guys its for those who feels its difficult to describe OT amongst Indian Population in Hindi

ऑक्यूपेशनल थेरपी अथवा व्यवसायिक चिकित्सा एक ऐसा व्यवसाय है जो किसी भी व्यक्ति के जीवन में आई मानसिक, शारीरिक, व्यवसायिक एवम सामाजिक समस्यायों के कारण उत्पन्न हुई रुकावटों को दूर करके एक स्वतन्त्र जीवन व्यतीत करने में सहायता करता है|
ऑक्यूपेशनल थेरपिस्ट तीन प्रकार से इन रुकावटों का समाधान करता है: पेहेला ऑक्यूपेशनल थेरपिस्ट जड़ समस्या को दूर करने मई सहायता करता है अर्थात वह शरीर में उत्पन्न इन समस्याओं को अपने उपचार की विधियों द्वारा सुधरने का प्रयास करता है, दूसरा ऑक्यूपेशनल थेरपिस्ट मूल्यांकन करके देखता है की यदि समस्या का समाधान संभव नहीं है अथवा उपचार में बहुत समये लगेगा तो वह व्यक्ति को इस प्रकार के उपकरण एवम विधियाँ सिखाता है जिनसे वह स्वतन्त्र जीवन का निर्वाह कर सके, तीसरा यदि व्यक्ति को वह उपकरण देना एवम वह विधियाँ सिखाना संभव नहीं है तब ऑक्यूपेशनल थेरपिस्ट उस व्यक्ति के वातावरण में इस प्रकार के परिवर्तन केर देता है जिसे अपनी समस्याओं के बावजूत व्यक्ति स्वतंत्रता से जीवन निर्वाह केर सके|
ऑक्यूपेशनल थेरपिस्ट अक्षमता में क्षमता को देखते है| उनके अनुसार विकलांगता व्यक्ति में नहीं वातावरण एवम समाज में है क्योंकि वह उस व्यक्ति को ऐसा वातावरण प्रदान नहीं कर पा रहे जिसमे वह अपने व्यक्तित्व का विकास कर सके|
ऑक्यूपेशनल थेरपिस्ट बहुत सारी समस्याओं में अपनी सुविधाएँ प्रदान करते है जिनमे से कुछ समस्याए है:
१: बच्चों का विकास न होना (developmental disorder)
२: जन्म से उपस्थित कमजोरी एवम विकलांगता( congenital Deformity )
३: सेरेब्रल पाल्सी
४: लकवा( Paralysis )
५: शारीरिक कमजोरी
६: रीढ़ की हड्डी की चोट
७: हड्डियों का टूटना
८: लिखावट में समस्या
९: पढाई में समस्या
१०: जोड़ों का दर्द
११: मानसिक कमजोरी
१२: गठिया
१३: मांस पेशियों से सम्बंधित समस्याएं
१४: व्यवसाय का चुनना( समस्याओं के बाद एवम साथ)
१५: सर्जरी एवम ऑपरेशन के बाद
और भी बहुत कुछ....यदि सूचि बनाई जाये तो लगभग सभी समस्याओं में ऑक्यूपेशनल थेरपिस्ट प्रत्यक्ष एवम अप्रत्यक्ष रूप से सहायता करता है|
आशा करता हूँ की हिंदी भाषा में ऑक्यूपेशनल थेरपी की यह परिभाषा आपको एक आम आदमी को इसके स्वरूप एवम विस्तार को समझाने में मदद करेगी|
अमित कोचर
ऑक्यूपेशनल थेरपी विद्यार्थी

Diagnostic Criteria for 299.00 Autistic Disorder

[The following is from Diagnostic and Statistical Manual of Mental Disorders: DSM IV]

(I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)

(A) qualitative impairment in social interaction, as manifested by at least two of the following:

1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
2. failure to develop peer relationships appropriate to developmental level
3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)
4. lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or "mechanical" aids )

(B) qualitative impairments in communication as manifested by at least one of the following:

1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
2. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
3. stereotyped and repetitive use of language or idiosyncratic language
4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

(C) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:

1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
2. apparently inflexible adherence to specific, nonfunctional routines or rituals
3. stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole-body movements)
4. persistent preoccupation with parts of objects

(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

(A) social interaction
(B) language as used in social communication
(C) symbolic or imaginative play

(III) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder

"Restricted" barrier free environment in Delhi

In Delhi while looking at the roads, footpaths, overhead bridges and subways one question always arises in my mind , that our PWD department is full of "good" mechanical, civil and architectural engineers and designers having "great" knowledge of ergonomics, barrier free environment and universal designs, but why the structures they are making are so restricted in their Barrier free Domain......?

Stairs of bridges are combined with slope for wheelchair with such an angle that it is almost impossible for the differently abled people like wheelchair users to use them effectively... I haven't seen any underground subway with barrier free designs... and about foot paths, oh they are really shocking, let me explain this with an example of braille tiles installed at foot paths, these barrier free structure are installed in such a way that if visually challenged people will follow this, their life would be in danger... as these structures are opening into open gutters , pillars and trees....

The biggest reason behind this problem is lack of practical environmental assessment and architectural evaluation... And the one who performs these assessment is no where in the PWD team and that is none other than Occupational therapist... our Govt. is very indifferent toward Occupational therapy and its services... and this is the main reason that even after spending billions the out come is still negative and the dreams of disability free India is no where coming into practical environment....

So lets unite and tell this Govt. about great and divine domains of occupational therapy so that the dream of disability free India will come true in coming future.....


I'll soon upload pics of these great "Restricted" barrier free environment in Delhi

SARVA SHIKSHA ABHIYAN...norms for all schools..! (STOP NEGLECTING OCCUPATIONAL THERAPY)

(Why Occupational Therapy is neglected after all these instructions which can be fulfilled with this Profession Only do they have any answer)

1.9 EDUCATION FOR CHILDREN WITH SPECIAL NEEDS (SARVA SHIKSHA ABHIYAN)
MUST FOR EVERY SCHOOL

1.9.1 SSA will ensure that every child with special needs, irrespective of the kind, category and degree of disability, is provided education in an appropriate environment. SSA will adopt ‘zero rejection’ policy so that no child is left out of the education system.

1.9.2 Approaches and Options:
The thrust of SSA will be on providing integrated and inclusive education to all children with special needs in general schools. It will also support a wide range of approaches, options and strategies for education of children with special needs. This includes education through open learning system and open schools, non formal and alternative schooling, distance education and learning, special schools, wherever necessary, home based education, itinerant teacher model, remedial teaching, part time classes, community based rehabilitations (CBR) and vocational education (WHO WILL PROVIDE THIS REHABILITATION??)and cooperative programmes.

1.9.3 Components: The following activities could form components of the programme:
(a) Identification of children with special needs: Identification of children with special needs should become an integral part of the micro-planning and household surveys.(WHO WILL IDENTIFY??) A concerted drive to identify children with special needs should be undertaken through PHCs, ICDS, ECCE centres and other school readiness programmes.

(b) Functional and formal assessment of each identified child should be carried out.(WHO WILL ASSESS FUNCTIONALLY???)A team(WHO WILL BE THE MEMBERS OF THIS TEAM????) should be constituted at every block to carry out this assessment and recommend most appropriate placement for every child with special needs.

(c) Educational Placement: As far as possible, every child with special needs should be placed in regular schools, with needed support services(WHICH SUPPORT SERVICES???).

(d) Aids and appliances: All children requiring assistive devices should be provided with aids and appliances(aids & appliances given…end of the needs of the special child??WHO is gonna TRAIN THEM WITH SUCH AIDS & APPLIANCES???) , obtained as far as possible through convergence with the Ministry of Social Justice and Empowerment, State Welfare Departments, National Institutions or NGOs.

(e) Support services: Support services like physical access, resource rooms in the existing BRC/ CRC, special equipment, reading material, special educational techniques, remedial teaching, curricular adaptation, adapted teaching strategies and other services like physiotherapy, occupational therapy, speech therapy could be provided (STILL THEY ARE USING THE WORD ‘COULD’!!!???!!)

(f) Teacher training: Intensive teacher training should be undertaken to sensitise regular teachers on effective classroom management ( Again teaching the management : OT field) of children with special needs. This training should be recurrent at block/cluster levels and integrated with the on-going in-service teacher training schedules in SSA. All training modules at SCERT, DIET and BRC level should include a suitable component on education of children with special needs.

(g) Resource support: Resource support could be given by teachers working in special schools. Where necessary, specially trained resource teachers should be appointed, particularly for teaching special skills to children (SPECIAL SKILLS..!!SPECIAL EDUCATOR’S WORK??????!!)with special needs. Wherever this option is not feasible, long term training (WHO WILL TRAIN THE ‘SPECIAL SKILLS’ TO THESE REGULAR TEACHERS WHO ARE GOING TO TEACH THEM TO THE SPECIAL CHILDREN?????) of regular teachers should be undertaken.

(h) Individualised Educational Plan (IEP): An IEP should be prepared by the teacher for every child with special needs in consultation with parents and experts. Its implementation should be monitored from time to time. The programme should test the effectiveness of various strategies and models by measuring the learning achievement of children with special needs periodically (WHO IS GOING TO CONDUCT THIS TEST???), after developing indicators.

(i) Parental training and community mobilization: Parents of children with disabilities should receive counseling and TRAINING (MY GOD..!! NOW WHO IS GOING TO COUNCEL THEM..????WHO IS GOING TO TRAIN THEM TO FULFILL THE SPECIAL NEEDS OF THEIR CHILDREN?????)on how to bring them up and teach them basic survival skills. Strong advocacy and awareness programmes should form a part of strategy to educate every child with special needs. A component on disability should be included in all the modules for parents, VEC and community.

(j) Planning and management: Resource groups should be constituted at state, district levels to undertake effective planning and management of the programmes in collaboration with PRIs and NGOs. An apex level resource group (WHO WILL BE THE MEMBERS OF THIS ‘APEX LEVEL NATIONAL GROUP’….DOES ANYONE QUALIFIES EXCEPT OCCUPATIONAL THERAPISTS…???????)at the national level to provide guidance, technical and academic support to children with special needs under SSA may be constituted.

(k) Strengthening of special schools: Wherever necessary, special schools may be strengthened to obtain their resource support, in convergence with departments and agencies working in that area. ((seems like Shakespere’s thoughts to me!!!))

(l) Removal of Architectural barriers: Architectural barriers in schools will be removed for easy access. Efforts will be taken to provide disable-friendly facilities in schools and educational institutions. Development of innovative designs for schools to provide an enabling environment for children with special needs should also be a part of the programme. All new school buildings should be constructed with barrier- free features.

(m)Research: SSA will encourage research in all areas of education of children with special needs including research for designing and developing new assistive devices, teaching aids special teaching material and other items necessary to give a child with disability equal opportunities in education (now what to say…!!!!DID THEY HAVE ANY IDEA WHO IS GOING TO ACCOMPLISH THIS TASK WHEN THEY WERE PLANNING FOR IT???????) .

(n) Monitoring and evaluation: On-going monitoring and evaluation should be carried out to refine the programme from time to time. For this, appropriate monitoring mechanisms should be devised at every level and field tested at regular intervals. (THEY ARE PLANNING TO DEVICE SOMETHING NEW..!!!)

(o) Girls with disabilities: Special emphasis must be given to education of girls with disabilities.

1.1.1. Convergence: All activities, interventions and approaches in the area of education for children with special needs will be implemented in convergence with existing schemes like Assistance to Disabled Persons for purchase/fittings of Aids/Appliances (ADIP), Integrated Education of the Disabled Children (IEDC) and in coordination with the Ministry of Social Justice and Empowerment, State Department of Welfare, National Institutions and NGOs.

1.1.2. Expenditure up to Rs.1200 per disabled child could be incurred in a financial year to meet the special learning needs of such children. The ceiling on expenditure per disabled child will apply at the district level. (THEY ARE READY TO EXPEND AT DISABILITY….!!BUT THEY DON’T WANNA SPEND A PENNY ON THE PROFESSIONS DEALING WITH IT..!!!)

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GUYS….HERE U HAVE ONE OF THE GRASSROOT PROBLEMS WHICH IS CAUSING THE EXTINTION OF OCCUPATIONAL THERAPY PROFESSION FROM INDIA…..LEST WE START RECOGNIZING OURSELVES AND OUR CAPABILITIES…..WE SHALL ALWAYS CRAVE FOR OUR IDENTITY…!!!

3 DAYS BEFORE….MANY OF THESE TASKS HAVE BEEN GIVEN TO SPECIAL EDUCATORS…!!

AND APPOINTMENT OF A SPECIAL EDUCATOR IS NOW A MUST FOR EVERY CBSE SCHOOL ALL OVER INDIA……………….mistaken??? no……!! WE SHOULD BE THERE IN EVERY SCHOOL(ACCORDING TO THE NEEDS DESCRIBE IN SARVA SHILKSHA ABHIYAN)…….BUT WE ARE NOT, THE SPECIAL EDUCATORS SHALL NOW PROVIDE OCCUPATIONAL THERAPY TO THE SPECIAL CHILDREN!!!...WHY THEN..??WHAT IS FORCING US TO LIVE IN HARDBINDED BOOKS FOR ALMOST 7 YEARS??????…WHEN WE HAVE TO CRY AGAIN FOR OUR IDENTITY… !!!
ISN’T ITS OUR RESPONSIBILITY TO TELL THESE ILLITERATE PEOPLES WHAT OCCUPATIONAL THERAPY MEANS ???

Visit http://www.rehabcouncil.nic.in/pdf/highcourt_decision09.pdf to know more (high court orders to appoint a special educator in every CBSE school)

-thanks & regards
Rishu Khurana
9990774611
Amit Kochhar
9654866983

A simple explanation of OT services with an example of Stroke

Stroke is the condition which can (usually) lead to half sided paralysis(hemiplegia) of the body because of altered, reduced, of hampered blood supply to the half side of brain.
Now the question arises why I am discussing this condition separately in this post!!!! so for your query here is the answer: stroke is the classical condition where i can explain the maximum areas which occupational therapy covers to make that person independent to the maximum level using their residual capabilities. before going further let me explain what are the residual capabilities for an occupational therapist. when we a see a person having some physical issue we generally see his disability or in modern terms we used to say that they are challenged, but for an occupational therapist they are differently abled. an occupational therapist used to see the abilities within the so called disability of a person and those abilities are the residual capabilities which he used to attain the maximum independence in their life.

Now back to stroke, in stroke all areas including self care, physical, vocational, social and psychological are affected. and occupational therapist help him in each area to attain maximum independence.

In occupational therapy there are various programs directed to re-establish the strength and coordination in the affected part. and once we started gaining strength and coordination side by side we reduces dependency and assistance and start using there strength and coordination in functional activities. here comes the most important agenda of occupational therapy that we don't only focus on re-establishment of abilities, but our main focus is on the functional use of that strength and coordination in the natural environment.

we uses different approaches like recreational, rehabilitative, client centered any many more to attain the physical as well as psychological independence.other than these areas occupational therapist also gives vocational and prevocational assessment training as well as counseling to suggest the person whether he can go back to his previous job or he need to choose some other profession as vocation.

Other than these areas there is a separate field here occupational therapist works for the beneficial of differently abled people like stroke patient, that is environmental modification and ergonomics. if i will say that after stroke if a person takes help of an occupational therapist he will again become the same individual with same capabilities that he was having earlier, it would be wrong. some residual impairment will remain there for life long and he needs some modifications and adaptations in his environment to fully explore it and that is brought by an occupational therapist.

In short occupational therapist uses his sharp reasoning capabilities, optimistic behavior, determination, motivation, creativity and various therapeutic activities to enlighten a millions of life with "A Ray Of Hope"

Introduction

Today India is facing a big threat of various diseases and conditions like, osteoarthritis, rheumatoid arthritis, obesity, stroke, polio, autism, cerebral palsy, dyslexia, ADHD, spinal cord injury, ankylosing spondylosis, PIVD, sensory dysintegration and various other conditions involving musculoskeletal, neuromuscular and other systems which affects a wide spectrum of areas of daily life. these conditions restrict the person to perform their occupation, activities of daily living, social life, personal life and in some cases self care too.


Occupational Therapy is emerging like a Ray of hope for these people providing various therapies, adaptations, modifications. trainings and remedies to help these people by making them independent in their vocational, social and personal life. so that they can perform their self care,occuaption and various activities of daily living without any dependency.

if you want to know that how occupational therapy can help you or your child you may contact me on koc.amit@gmail.com or keep in touch with this thread

Regards,
Amit Kochhar
Occupational Therapy Student