Date Presented 04/03/2025
This scoping review examines how occupation-based curricula in elementary education can address occupational injustice by promoting inclusion and considering sensory needs, guided by John Dewey's experiential learning philosophy and Universal Design for Learning principles.
Primary Author and Speaker: Lindsay M. Durdle
Additional Authors and Speakers: Ashleigh Burn
PURPOSE: This scoping review investigates how occupation-based curricula in elementary education can address occupational injustice by fostering inclusive learning environments. Rooted in Dewey's experiential learning philosophy, the study examines how traditional education models often fail to support diverse learning and sensory needs, leading to marginalization. The review highlights how occupation-based curricula can help address these issues by supporting sensory needs and promoting inclusion, aligning with occupational therapy’s focus on participation and well-being.
DESIGN: A descriptive scoping review examined literature on occupation-based educational models and public education systems aimed at mitigating occupational injustice. Sources were identified through systematic searches in PubMed and other databases using keywords like ‘occupational justice,’ ‘inclusive education,’ and ‘sensory needs.’ Articles were screened for their relevance to inclusion, student engagement, and multi-sensory learning in elementary education.
METHOD: Data were collected from peer-reviewed journal articles, policy papers, and educational model analyses. Articles were reviewed for their impact on curriculum design. SWOT analysis identified strengths and gaps in current models, while thematic analysis categorized key themes related to sensory inclusion, engagement, and functional life skills.
RESULTS: Traditional classrooms often neglect sensory variability, limiting engagement. Occupation-based curricula, such as cooking and gardening, address sensory needs while enhancing academic skills in math, science, and literacy. These real-world activities promote inclusivity, critical thinking, and mental well-being, reducing educational inequalities.
CONCLUSION: Occupation-based curricula offer a promising solution to occupational injustice in education by promoting inclusion and participation. These models support sensory needs, reduce dropout rates, and foster mental well-being.
References
Aljabreen, H. Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education. IJEC 52, 337–353 (2020). https://doi.org/10.1007/s13158-020-00277-1
Dean, E.E.; Little, L.; Tomchek, S.; Wallisch, A.; Dunn, W. Prevalence Models to Support Participation: Sensory Patterns as a Feature of All Children’s Humanity. Front. Psychol. 2022, 13, 875972.
Kong Y. The Role of Experiential Learning on Students' Motivation and Classroom Engagement. Front Psychol. 2021 Oct 22;12:771272. https://doi.org/10.3389/fpsyg.2021.771272. PMID: 34744950; PMCID: PMC8569223
Dewey, J. (1910). How We Think. Lexington, MA: D.C. Heath and Company. https://doi.org/10.1037/10903-000
