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Department of Health Sciences

Curriculum

SHINES Curriculum Overview

The SHINES Project curriculum is designed to prepare OT and PT scholars (students) from diverse backgrounds to provide school-based services using high leverage and evidence-based practices to support students with disabilities with high intensity needs to succeed in their educational setting. “Students with high intensity needs” in this project are defined as students with complex or significant disabilities that warrant intensive, individualized interventions and supports designed by trained professionals.

Sequence of Training

All SHINES project scholars will complete the usual course of study for their professional program (DPT or MSOT). In addition to the courses in their professional program, scholars will participate in:

• Two required courses

  • OCCT 896: Topics in School-Based Practice
  • PHYT 898: Cases in School-Based Practice

• Three seminars focusing on High-Leverage Practices (HLPs)
• Clinical fieldwork experiences
• Individualized professional development activities

Review the Sequence of Training Activities Overview for more information.

Learning Objectives and Curriculum Content

Learning objectives are identified as “Scholar Competencies” and are grouped into 4 areas: Foundational Knowledge, High-Leverage Practices, Evidence-Based Practices, and Ethics & Advocacy.

  • Foundational Knowledge is divided into two content areas: Child and Family focus and School focus. This key content will come from the usual course of study in the MSOT and DPT programs, and from the two required courses (OCCT 890 and PHYT 898) and HLP Seminar 1.
  • High-Leverage Practices (HLPs) are key practices that were identified by the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR); originally, they were intended for use by special education teachers to improve K-12 student outcomes, but they also have direct applicability to OT and PT practice. There are 22 HLPs organized around four main areas of practice: Collaboration, Assessment, Instruction (Intervention), and meeting Social/Emotional/ Behavioral needs of students. Learn more about High-Leverage Practices.
  • Evidence-based practice (EBP) refers to the use of the best scientific evidence available, information about the client and their goals and priorities, and therapist experience and expertise to provide optimal services. The ultimate goal of EBP is to facilitate the best outcomes possible for clients.
  • Ethics & Advocacy content will address scholars’ ability to work with others in a professional manner to identify and use resources that will support students with disabilities to meet high expectations and be successful in their school environment. This includes recognizing and managing ethical dilemmas when they occur and collaborating with others to increase access and opportunities for students.