Abstract
The American Occupational Therapy Association (AOTA) recognizes the value, necessity, and viability of occupational therapy assistant education. Occupational therapy assistant educational programs meet standards of performance established by the Accreditation Council for Occupational Therapy Education (ACOTE®) to produce competent entry-level occupational therapy assistants who are eligible for national certification and state licensure. Occupational therapy assistants work collaboratively with occupational therapists in contributing to the profession’s pursuit of providing high-quality, cost-effective services to promote health and wellness by meeting society’s occupational needs. Occupational therapy assistant education provides a sound foundation for practice with the development of competent skill sets to fulfill various professional roles within contemporary practice. These roles include direct care provider, educator, manager, leader, and advocate for the profession and the consumer (ACOTE, 2018).
The collaboration of occupational therapy assistants with occupational therapists in service delivery ensures greater affordability and accessibility of occupational therapy services for all populations so that more of society’s occupational needs can be effectively met. The rising costs of higher education can impose limits on one’s pursuit of a career in occupational therapy. Affordability, accessibility, and reduced time commitment are key components of an occupational therapy assistant education that enable timely entry of skilled occupational therapy practitioners into the workforce to meet the growing demand for services within the expanding health care environment. Occupational therapy assistants are equipped to promote the value and role of occupational therapy services with people across the life course in rehabilitation, habilitation, prevention, wellness, chronic disease management, and other critical areas while providing skilled occupational therapy services to improve client outcomes at lower costs (AOTA, 2014a). In this way, occupational therapy assistant education produces highly skilled practitioners who, in partnership with occupational therapists, help to achieve the triple aim of health care reform to improve the individual experience of care, improve the health of populations, and reduce the cost of care (AOTA, 2014b).
Ensuring a diverse workforce is a priority within health care. Occupational therapy assistant educational programs are housed in academic institutions that are designed to meet the needs of a diverse student body that is representative of the surrounding communities in which graduates ultimately become employed and serve. Many students within occupational therapy assistant educational programs bring a variety of life experiences and commitment to their local communities that enrich the teaching–learning process and community engagement. These factors are combined with an education based on rigorous accreditation standards that develop
Knowledge in the domain and process of occupational therapy;
Competencies in the application of culturally relevant, client-centered, evidence-based, and occupation-based interventions; and
Skills in the areas of written and verbal communication, leadership and management, scholarship, advocacy, and professional values, ethics, and responsibilities.
This process results in the occupational therapy assistant becoming a vital partner with the occupational therapist and a valued member of the interprofessional team.
The Commission on Education (COE) recognizes that occupational therapy assistant education adds an important and valued dimension to the provision of occupational therapy services. The COE is committed to the support of occupational therapy assistant education by seeking role clarification, promoting collaboration among educational programs for occupational therapy assistants and occupational therapists, and advocating for the qualifications of occupational therapy assistants within all contexts of service delivery.