JAMIA HAMDARD

DEPARTMENT
OF
OCCUPATIONAL
THERAPY
ENABLED SYLLABUS
Master of Occupational Therapy
 SYLLABUS FOR MASTER OF OCCUPATIONAL
THERAPY (Paediatrics)

DEPARTMENT OF OCCUPATIONAL
THERAPY
JAMIA HAMDARD
 PROGRAMME NAME : Master of Occupational
Therapy (Paediatrics)

PROGRAMME CODE : MOT 513

ACADEMIC SESSION OF INTRODUCTION OF

PROGRAMME : (2022-2023)

SCHOOL NAME : SNSAH

DEPARTMENT NAME : DEPARTMENT OF

OCCUPATIONAL THERAPY

APPROVAL DATE OF THE BOARD OF STUDIES

(B.O.S.) MEETING FOR THE PRESENT SYLLABUS
22/12/2020
APPROVAL DATE AND NUMBER OF ACADEMIC
COUNCIL OF MEETING FOR THE PRESENT
SYLLABUS
15/03/2021
MOT FIRST YEAR

(PAEDIATRICS)
 JAMIA HAMDARD, NEW DELHI - 110062
Internal Quality Assurance Cell (IQAC)

Template for Programs under on UGC – Learning Outcomes-Based Curriculum Framework

SCHOOL OF NURSING SCIENCES AND ALLIED HEALTH

DEPARTMENT OF OCCUPATIONAL THERAPY

Vision Statement (Department Level):

The vision of the Occupational Therapy Department is to Nurture students into skilled and competent
professionals to meet needs of diverse and global society and promote health, wellbeing and
participate in meaningful activities and occupations.

Mission Statements (Department Level):

The mission of the Jamia Hamdard Master of Occupational Therapy Program is

MS1: to provide students with a strong foundation in clinical reasoning, knowledge, and
Skills to become competent occupational therapists who improve the health of individuals and
communities.

MS2:Inter-professional education which promotes the development of collaborative, reflective

and evidence-based practice across populations and practice settings and develops leadership skills

MS3: based on a student-centric approach that welcomes diversity and produces excellence in
critical thinking with an overarching focus on ethical decision making and social responsibility
through occupation-based practice.

MS 4: Engage with national and international professional literature for evidence-based practice,
Life long learning, and scholarly endeavors.
 Master of Occupational Therapy (Paediatrics)

QUALIFICATION DESCRIPTORS (QDs)

Upon the completion of Master of Occupational Therapy, students will be able to:

QD-1. Demonstrate Clinical reasoning skills of the OT process by using assessment results to
complete an evaluation report, develop a treatment plan including client-centered goals and
objectives, write a progress note and a discharge summary.

QD-2. Develop a sense of personal awareness, reflect on their personal and/or professional
experiences, and articulate their skills, goals, and areas of strength/growth to occupational therapy
practitioners through evidence based practices for the development of a comprehensive and ethical
professional portfolio.

QD-3. Prepare and implement research works and conduct dissertation through participation in local
and global communities.

QD-4. Understand and plan Occupational Therapy treatment in various practice settings.

QD-5. Demonstrate the competence for higher studies and careers in the public and private sectors

Mapping Qualification Descriptors (QDs) with Mission Statements (MS)

MS-1 MS-2 MS-3 MS-4

QD-1 3 3 2 2
QD-2 3 3 3 3
QD-3 3 3 3 3
QD-4 3 3 2 3
QD-5 3 3 3 3

Write ‘3’ in the box for ‘High-level mapping, 2 for ‘Medium-level mapping, 1 for ‘Low-level
mapping.
 SCHOOL OF NURSING SCIENCES AND ALLIED HEALTH

DEPARTMENT OF OCCUPATIONAL THERAPY

Master of Occupational Therapy (Paediatrics)

PROGRAM LEARNING OUTCOMES (PLOs)

After completing this Course, the students should be able to ………….

PLO-1.Demonstrate understanding of determinants of occupation and developmental milestones

(anatomical/neurological, psychological, cognition, playfulness, social-cultural, and
environmental).

PLO-2.Occupation and its determinants as well as use occupation as a means to improve health and
well-being of communities.

PLO-3.Assert the role of occupation and occupational therapy in a team and community setting.

PLO-4.Exhibit occupation-based practice in entry level occupational therapy practice in a clinic,

fieldwork, and other professional setting.

PLO-5.Apply all types of reasoning in providing assessments and interventions for clients across
the lifespan in a safe and meaningful manner.

PLO-6.Implement and critically evaluate research activities, community programs and outcomes.

PLO-7.Perform all fieldwork and capstone experiences demonstrating professionalism and highest
ethical standards.

PLO-8.Explain the meaning and role of occupations and impact of health and environmental
conditions on occupational performance of persons, groups, and populations.

PLO-9.Establish a profile, analyze occupational performance, plan/implement/evaluate

interventions using remedial, adaptive, compensatory, consultative and educational approaches.

PLO-10.Show effective interaction and communication with clients and the care team in order to
promote safe and needed services ethically.

PLO-11.Make informed decisions based on best evidence and outcomes data.

PLO-12. Demonstrate competency in occupational therapy intervention. Provide unique contribution
of occupational therapy practice through biomedical , Rehabilitative and social science concepts.

PROGRAM SPECIFIC OUTCOMES (PSOs)

 (according to specific academic program )

After completing this Course, the students should be able to ………….

PSO-1. Demonstrate the advanced treatment techniques involved in the treatment of pediatrics
conditions, apply the principle of biomechanics and do a job analysis and vocational fitness
programme.
PSO-2. Evaluate the intervention and application of advanced treatment techniques, do a therapeutic
functional work assessment, work simulatory training and functional training.
PSO-3. Demonstrate the advanced treatment techniques involved in the treatment of conditions
affecting hand, apply the principles of biomechanics and do a job analysis and vocational fitness
programme.
PSO-4. Assess appropriate treatment procedures in various pediatric conditions.
Mapping of Program Learning Outcomes (PLOs)
With Qualification Descriptors (QDs)

QD-1 QD-2 QD-3 QD-4 QD-5

PLO-1 3 3 3 3 3
PLO-2 3 3 3 3 3
PLO-3 3 3 3 3 3
PLO-4 3 3 2 3 3
PLO-5 2 3 3 3 3
PLO-6 3 3 3 3 3
PLO-7 3 3 3 3 3
PLO-8 3 3 3 3 3
PLO-9 3 3 3 3 2
PLO-10 3 3 3 3 3
PLO-11 3 3 3 2 3
PLO-12 3 3 3 3 3

PSO-1 3 3 3 3 3
PSO-2 3 3 3 3 2
PSO-3 3 2 3 3 3
PSO-4 2 3 3 3 2

Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low-level’
mapping.
 MASTER OF OCCUPATIONAL THERAPY
BYE-LAWS
ANNUAL SYSTEM

1. OBJECTIVES
To train Occupational therapists who will be able to:
Assume leadership roles in the field of occupational therapy.
Assume enhanced patient care responsibilities.
Formulate and implement educational programs.
Analyze and undertake research.

2. THE PROGRAMME
a. Name Master of Occupational therapy (M.O.T.)
b. Nature Regular and Full time.
c. Duration Two Years
d. Pattern Annual system
e. Eligibility Criteria for Admission Educational: A candidate seeking Admission to the
M.O.T. Programme must have a Bachelor’s degree in
Occupational therapy with a minimum of 50% marks
in aggregate. The Bachelor’s course should be
recognized by the regulatory body from a University
recognized by Jamia Hamdard.
f. Commencement July/ August of every year.
g. Mode of admission Written entrance test (as prescribed by the University)
Reservation in seats will be as per University norms
h. Admission of Foreign Eligibility same as for general candidates
Nationals/NRI /Company Sponsored Candidates Selection Procedure as prescribed by Jamia
Hamdard from time to time.
i. Total Seats As notified in the Jamia Hamdard prospectus
j. Span Period: 4 years.
k. Teaching days: In each year there shall normally be teaching of 180
Days.
l. Medium of instruction and examination : English
3. THE CURRICULUM
Master of Occupational therapy M.O.T.
Total theory papers: 7
Total Practical: 4
Dissertation Viva voce: 1
Seminars
Mode of Curriculum delivery and execution includes classroom teaching, assignments, tests, lab
work, project, case studies, participation in relevant events, field visit , educational tour etc.
 4. THE COURSE STRUCTURE: M.O.T.

a. Hours Distribution

First Year
FIRST YEAR

Code Subject Hours

MOP 161 Research Methodology and Biostatistics 64

MOP 162 Application of occupational Therapy 80

Theory, Assistive / Rehabilitation
technology & Environmental Adaptation
MOP 163 Practice environments for Physical 80
Dysfunction (Theory)
MOP 164 Practice environments for Physical 416
Dysfunction clinical practice
MOP 165 Practice Environments in Mental Health 64
(Theory)
MOP 166 Practice Environments in Mental Health 416
clinical Practice
Total hrs. 1120 theory 288 practical 832

SECOND YEAR

Code Subject Hours

MOP 261 Profession Development 80

MOP 262 Occupational therapy in pediatrics I 64

(Theory)

MOP 263 Occupational therapy in pediatrics I 416

(practical)
MOP 264 Occupational therapy in pediatrics II 80
(Theory)
MOP 265 Occupational therapy in pediatrics II 352
(practical)

MOP 266 Dissertation 64

MOP 267 Seminar 64

Total hrs. 1120 theory 224hrs Practical 832hrs Seminar 64 hr

 Marks Distribution

First year

Code Subject IA SE TOTAL

MARKS
MOP 161 Research Methodology and Biostatistics 25 75 100

MOP 162 Application of occupational Therapy 25 75 100

Theory, Assistive / Rehabilitation
technology & Environmental Adaptation
MOP 163 Practice environments for Physical 25 75 100
Dysfunction (Theory)
MOP 164 Practice environments for Physical 25 75 100
Dysfunction clinical practice (PRAC)
MOP 165 Practice Environments in Mental Health 25 75 100
(Theory)
MOP 166 Practice Environments in Mental Health 25 75 100
clinical Practice (PRAC)

TOTAL MARKS: 600

SECOND YEAR

Code Subject IA SE TOTAL

MARKS
MOP 261 Profession Development 25 75 100

MOP 262 Occupational therapy in pediatrics I 25 75 100

(Theory)
MOP 263 Occupational therapy in pediatrics I 25 75 100
(Practical)
MOP 264 Occupational therapy in pediatrics II 25 75 100
(Theory)
MOP 265 Occupational therapy in pediatrics II 25 75 100
(Practical)

MOP 266 DISSERTATION 0 100 100

MOP 267 SEMINAR 100 0 100

TOTAL MARKS: 700

5. ATTENDANCE
A. All students must attend every lecture / lab hours held in each subject. However, to account
for late joining or other such contingencies the attendance requirement for appearing in the
examinations shall be minimum of 75% of the classes actually held from date of admission.
Each student is also required to participate in educational trips/ tour of the class.
B. In order to maintain the attendance record of a particular subject, a roll call will be taken by the
teacher in every scheduled lecture and practical classes.

C. The teacher in -charge will consolidate the attendance record for theory & practical separately for
each semester session. Attendance on account of participation in the prescribed functions of NCC,
NSS , Inter-University Sports, Educational tours/ Fieldwork , shall be credited to the aggregate ,
provided the attendance record is duly signed by the Officer in-charge ,is sent to the Dean of the school
within two weeks of the function / activity, etc.

D. The statement of attendance of students shall be displayed on the school notice board twice in
each semester session. Copies of the same shall be kept in the Office of the Dean of the school/
of the concerned Department for record. Notice displayed on notice board shall be deemed to be a
proper notification and no individual notice to students will be necessary.

E. If a student is found to be continuously absent from the classes without information for a period
of thirty days, the teacher in-charge shall report it to the Head of Department. The Head will report
it to Dean for necessary action.

F. A student with less than 75% attendance in theory and practical of each subject in an session
shall be detained from appearing in the Annual Examination of the subject (s) in which the attendance
is short. If the student has less than 85% attendance in the clinical practice he/ she shall be detained
from appearing in the practical examination. a 75% attendance is necessary in ‘Seminars on Clinical
Issues’, failing which the marks in this subject will not be forwarded for final result, and the student
shall have to reappear in the next academic session. However, the Dean of the Faculty may consider
for the condonation of attendance up to 5% on account of sickness or any other extenuating
circumstances, provided the application condonation of attendance, duly certified by a
Registered Practitioner/supported by documentary evidence has been submitted within seven days
from recovery.

G. The students will get half summer and winter breaks only. Students will not get the autumn
break. During the working half of summer and winter breaks, the students will continue with their
clinical posting for the full day at their respective placements.
6. INTERNAL ASSESSMENT

A. There will be 3 internal assessments in a year. Best two of three will be considered for marks
calculation. Tests will carry a weightage of 15marks theory/practical, 5marks for attendance
and 5 for assignment. The total weightage of the internal exams will be 25% of total marks in
each subject in the Final/Semester exams.
B. The dates of the internal assessment examination will be notified in the academic calender.

C. The Head of the Dept. shall consolidate the marks of major tests before forwarding it to the
Asst. Registrar (Exam) at the conclusion of each academic session

D. Sessional exams are to be conducted during the scheduled lecture time of the subject and other
classes scheduled for that day are not to be cancelled.

E. A promoted candidate, who has to reappear in the Final/annual examination of the paper, will
retain internal assessment marks of the previous academic session.
 F. For ‘Seminars on Clinical Issues’ the marks will be based on presentations done by the students
throughout the session. The assessment will be done by teachers of the specialty.

G. In the case of readmission the candidate shall go through the internal assessment process afresh
and shall retain nothing of the previous academic session.

H. Missing an examination without prior permission of the competent authority will be counted as
an attempt.

I. The marks of the internal assessment as well as the attendance will be notified and the examination
answer sheets will be shown to the students and kept in record after receiving their signatures.

J. In exceptionally genuine and deserving cases, additional internal assessment tests may be held at
the discretion of the competent authority.

7. ANNUAL & SUPPLEMENTARY EXAMINATIONS

Final/annual examination of theory and practical shall be conducted at the end of each session as
outlined below.

a. Mode: Theory Papers Written only

Lab Hours Written, Demonstration and/ or Viva Voce

Viva Voce Viva Voce

b. Duration: Theory 3 hours

Practical Upto one hour per candidate

c. Examiner Theory 01 examiner from the panel

Practical 02 i.e. 1 internal and 1 external examiner from the panel

*Panel to be prepared by the department and approved by the competent authority.

d. Moderation of Theory Papers For papers set by external examiners only. Change cannot
be more than 30% by the teacher nominated by the Head.

e. Dissertation evaluation There will be an internal and an external evaluator for

each dissertation. The dissertation will be evaluated by the
internal examiner and the viva voce will be conducted by the
external examiner.
MINIMUM PASS MARKS

The minimum pass marks in each subject (theory and practical separately) shall be 50% of
the maximum marks of the aggregate of Internal Assessment marks and Annual Examination
marks. The student will need to obtain 50% of the maximum marks as aggregate of internal
and external assessment, and need not obtain 50% of maximum marks in internal and external
assessment separately.

8. PROMOTION RULES:
In order to pass a paper a student has to secure at least 50% marks in paper. A student has to clear
theory and practical separately.

❖ From 1st year to 2nd year

A candidate will be promoted from 1st year to 2nd year provided that he/she has passed in atleast
3 papers out 6 of prescribed prescribed in 1st year in annual /supplementary examination. If
the candidate fails to satisfy the criteria mentioned above, he or she shall be detained in 1st
year.

A candidate failing in any subject will not be required to reappear in the internal assessment.
His/her old internal assessment marks will be considered.

❖ Second year

After having passed all subjects of first and second year , the students shall be eligible for award
of masters of occupational therapy(MOT) degree from Jamia Hamdard. A candidate failing in any
subject will not be required to reappear in the internal assessment. His/her old internal assessment
marks will be considered.

Note: A candidate will be permitted to apply for re-evaluation if he/ she wish to do so. There
will be supplementary examinations within 45 days of declaration of results of annual
examination.
9. CLINICAL PRACTICE

Students will engage in clinical practice in Occupational therapy Departments in the Orthopaedics/
Neurology/ Cardiopulmonary/ Psychiatry setting to enhance their clinical skills and apply theoretical
knowledge gained during teaching sessions.

10. AWARD OF DEGREE

A. The candidate shall be awarded a Degree Certificate only on successful completion of the
course including clinical practice for both the years.
B. The entire course of study in O.T. for both the years must be completed within 6 years of the
date of first admission.
11. MINIMUM PASS MARKS
The minimum pass marks in each subject (theory and practical separately) shall be 50%.

12. SPAN PERIOD

The entire course should be completed within a period of 6 years from the date of first admission
to the program.
13. PAPER FORMAT

Max marks: 75

Duration: 3 hours

1. Essay Type Answer 15 Marks each ×2 (30 marks)

Attempt any two out of three

2. Long Answer 10 Marks each ×2 (20 marks)

Attempt any two out of three

3. Short Answer 5 Marks each ×5 (40 marks)

Attempt any five out of six

COURSE DESIGN
 TYPICAL COURSE DESIGN

Course Code: MOP 161 Title of the Course: Research Methodology and Biostatistics
L- T-P=64 L
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs)

CLO-1.Understand and apply different teaching – learning methods for imparting Occupational
Therapy education.
CLO-2. Apply managerial skills in planning, implementation and administration of clinical activities.
CLO-3. Demonstrate adequate knowledge and skill in ethical principles of Occupational Therapy.
CLO-4. Apply and analyze the concept of learning evaluation and curriculum development.
CLO-5. Implement effective teaching sessions in Occupational Therapy, the basic issues of
Occupational Therapy management & administration and practice as an informed professional on
Legal & ethical issues.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS PSO
PLO PLO PLO
O O O O O O O O O O O O 4
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1

CLO 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3 2
2

CLO 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3
5

Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.

Detailed Syllabus:

MOP 161
RESEARCH METHODOLOGY and STATISTICS {64Hrs.}

To enhance the ability of the Occupational Therapist to conduct scientific studies thereby addressing
the concerns of a commitment to inquiry , knowledge development & responsible (knowledge based
) clinical practice & to construct valid & reliable assessment tools capable of yielding data of
scientific value.

SECTION I- RESEARCH METHODOLOGY {32HRS.}

UNIT-I
1. An introduction to research methodology
2. Defining the research problem
3. Review of literature/use of IT & Database for ROL
4. Research Design –Experimental & Non-experimental
5. Measurement and scaling techniques
6. Methods of data collection
7. Sampling
UNIT-II

8. Level of evidence
9. Research ethics.
10. Writing proposal
11. Use of animals in research
12. Critiquing article
13. Choosing & Developing Research question
14. Presenting research Proposal
UNIT-III

15. Applying for research funding

16. Writing in scientific style
17. Writing thesis & journal article
18. Presenting research
19. Attending a scientific conference
20. Preparing a conference poster
21. Guidelines for development / refinement, evaluation and use of assessment tools
(including attitude scales): scoring, administering tests & critiquing tools.
{2Hrs}

SECTION-II BIOSTATISTICS {32HRS}

UNIT-IV

1. Processing and analysis of data

2. Testing of hypothesis (parametric or standard tests of hypotheses, non parametric or
distribution-free tests)
3. Statistical analysis for differences and correlation: Basic, Advanced special technique

4. Analysis of variance and covariance

5. Multivariate analysis techniques
6. Interpretation
UNIT-V

7. Sample size estimation and power calculation

 8. Qualitative analysis
9. Research analysis
10. Software use for data analysis – STATA, SPSS etc.
11. Repertory grid analysis and its application to health care research.
12. Delphi technique (to arrive at a consensus of professional opinion on any
given topic).

RECOMMENDED BOOKS

• S Jenkins, CJ Price & L Straker: The Research Therapist-

• F Smith & J Smith: Clinical Research
• Domholdt: Physical therapy Research
• Carolyn Hicks : Resesrch Methodology for clinical therapist
• Research Methodology-K.R. Sharma 2002
• Research Methods For Clinical Therapist Carolyn M.H.
• Medical Uses Of Statistics John C. Bailar III And Frederick Mosteller.
• Fundamentals of Biostatistics Khan & Khanam 1st Edition.
• Biostatistics By KV Rao 1st Edition.

Teaching-Learning Strategies in brief (4 to 5 sentences)

Mode of Curriculum delivery and execution includes classroom teaching, assignments, tests, project,
case studies, participation in relevant events, field visit, educational tour etc.

Assessment methods and weightages in brief (4 to 5 sentences)

• 3 internal assessments in a year. Best two of three will be considered for marks calculation. Tests
will carry a weightage of 15 marks theory, 5 marks for attendance and 5 for assignment.
The total weightage of the internal exams will be 25% of total marks in each subject in the Final
exams.
• Final/annual examination: Mode of Theory Paper is written only (3 hours) having 01 examiner
from the panel.
 Course Code: MOP 162 Title of the Course: APPLICATION OF
OCCUPATIONAL THERAPY THEORY, ASSISTIVE / (RE) HABILITATION
TECHNOLOGY & ENVIRONMENTAL ADAPTATIONS.
L-T-P = 80 L
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs)

After completing this Course, the students should be able to ………….

CLO-1 acquire in depth knowledge in understanding the biomechanics and kinesiology.
CLO-2. Understanding of Biomechanics and Kinesiology of human body movement and basics of
orthopaedic conditions.
CLO-3. Identify and apply the principles of biomechanics and kinesiology in understanding the
normal functioning of the human body.
CLO-4. identify and apply the principles of biomechanics in understanding patho-mechanics of
various conditions and and apply the applications of movement dysfunction into therapeutic exercise
prescription.
CLO-5. use these principles in managing various clinical orthopaedic conditions.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS PSO
PLO PLO PLO
O O O O O O O O O O O O 4
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3

CLO 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 2
1

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3
2

CLO 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 2
4

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
5

Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1
for ‘Low-level’ mapping. Map with PSOs wherever applicable.
Detailed Syllabus:

MOP 162, APPLICATION OF OCCUPATIONAL THERAPY THEORY, ASSISTIVE / (RE)

HABILITATION TECHNOLOGY & ENVIRONMENTAL ADAPTATIONS.
{80 Hrs.}

SECTION-I APPLICATION OF OCCUPATIONAL THERAPY THEORY (30 HRS.)

To enhance the abilities of the Occupational Therapist to choose the appropriate evaluations
and treatment procedures based on the philosophy of Occupational Therapy.
UNIT-I

• Influences of professional knowledge development philosophical & conceptual base.

• Emerging paradigm
• Model Base
o Conceptual models: occupation, Ecological
o Practice models: Traditional or contemporary
• Bridging the gap between theory & practice
• Therapeutic roles & functions
• Clinical reasoning
• Assessment & Diagnosis
UNIT-II

• Planning & Intervention

• O. T. Process Model
• Service program
• Critical analysis of the various approaches used (e.g. specific techniques, evaluations etc.)

• OT Practice framework
• ICF-International classification of functioning
• Occupational Science

SECTION-II ASSISTIVE / (RE) HABILITATION TECHNOLOGY {30 HRS.}

To enhance the capabilities of the Occupational Therapist in maximizing the client’s / patient’s
function in occupational performance areas by using appropriate technology.
UNIT-III

➢ Introduction & Definitions of technology

➢ History
➢ Competencies required by Occupational Therapists
➢ Information sources for technology
➢ Matching technology to human needs (assessing client’s needs & skills, problem solving
Approach to evaluate consumers for ATD’s)
UNIT-IV

➢ Technological applications Therapeutic interventions:

• Seating system (including pressure management)
 • Selection of appropriate power
• Self – care aids.
• Educational & vocational aids
• Interface switches & mounting aids
• Pointing & writing aids
• Manipulatory & mobility aids
• Recreational aids
• Visual aids
• Communication aids
• Aids for the tactilely impaired
• Upper, lower extremity & spinal orthoses & upper & lower extremity prostheses
(Emphasizing application of CAD/ CAM technology)
• Environmental controlled units
• Models for Assistive technology
• Concept of telemedicine/rehabilitation & information technology
• Technology in India (CBR)
• Current practice & recent advances
(Including material technology)
• Future of Technology & O. T.

Section–III ENVIRONMENTALADAPTATIONS 20 HRS

UNIT-V

To enhance the capabilities of the Occupational Therapist in optimizing the client’s / patient’s
performance of a desired task in the environmental context.

• Introduction
• Regulations concerning accessibility to physical environment.
• Elimination of environmental barriers in various contexts
• Ergonomics-Working conditions and work design
• Disabilities evaluation

RECOMMENDED BOOKS

• Environmental science by NCERT

• Cook AM, Polgar JM. Cook’s and Hussey’s Assistive Technologies:
Principles and Practice, St. Louis.
• Stephen Pheasant: Ergonomics, Work and Health. Aspen publishers
• Karen jacobs: Ergonomics for therapist

Teaching-Learning Strategies in brief (4 to 5 sentences)

Mode of Curriculum delivery and execution includes classroom teaching, assignments, tests, lab
work, project, case studies, participation in relevant events, field visit, educational tour etc.
Assessment methods and weightages in brief (4 to 5 sentences)
• 3 internal assessments in a year. Best two of three will be considered for marks calculation. Tests
will carry a weightage of 15 marks theory, 5 marks for attendance and 5 for assignment.
The total weightage of the internal exams will be 25% of total marks in each subject in the Final
exams.
• Final/annual examination: Mode of Theory Papers is written only (3 hours) having 01 examiner
from the panel.
 Course Code: MOP 163 Title of the Course: PRACTICE ENVIRONMENTS for PHYSICAL
DYSFUNCTION
L-T-P =80 L
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

Course Code: MOP 164 Title of the Course PRACTICE ENVIRONMENTS PHYSICAL
DYSFUNCTION CLINICAL PRACTICE
L-T-P=416 P
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs)

On completion of the study of this Course the student should be able to:

CLO-1. Implementthe basic concepts of statistics and principles of scientific enquiry in planning and
evaluating the results of OT practice.
CLO-2. Evaluate the abilities of the occupational therapist to choose the appropriate evaluations
and treatment procedures based on the function in occupational performance areas by using
appropriate technology.
CLO-3. Enhance the abilities of the occupational therapist to evaluate the OT Program effectiveness
following planning, development, implementation and organisation in various environments of
practice.
CLO-4. Determining the effectiveness of follow up intervention program.
CLO-5. Assess the abilities of the occupational therapist to evaluate the OT Program effectiveness
following planning, development, implementation and organization in various environments of
practice.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS PSO
PLO PLO PLO
O O O O O O O O O O O O 4
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1

CLO 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3
2
CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
5

Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.
Detailed Syllabus:

MOP 163, PRACTICE ENVIRONMENTS for PHYSICAL DYSFUNCTION

{80 Hrs.}

To enhance the Occupational Therapist’s capability to evaluate the O.T. program effectiveness
following planning , development , implementation & organization in various environments of
practice

➢ Assessing using appropriate evaluative tools.

➢ Using goal attainment scales to determine the effectiveness of goals set.
➢ Determining the effectiveness of planning, implementation and termination of appropriate
➢ Intervention strategies in treatment (including Frame of references)
➢ Determining the effectiveness of follow - up intervention program.

IN -
UNIT-I

Neurology: Neurological, neurosurgical (including neuro-muscular conditions) {20 Hrs}

UNIT-II

Pediatrics-Neonatology Pediatrics neurological conditions {20Hrs.}

UNIT-III

Orthopedics - Traumatic & Non-Traumatic musculoskeletal disorders {20 Hrs.}

UNIT-IV

General:- {20 Hrs.}

• HIV Aids
• Leprosy
• Cancer
• Geriatrics
• Women health
• Industrial health
• Community rehab
• Burns
• Life style diseases (Diabetes, Obesity & hypertension)
• Cardiac & Pulmonary Rehab

RECOMMENDED BOOKS

• K.Park: Park’s Textbook of Preventive and Social medicine. M/s Banarsidas Bhanot Publishers
• De Lisa: Rehab. Medicine
• Krusens Hand book of Physical medicine & Rehabilitation
• S byres, Cannon, Lohman: Occupational Therapy with Elders . Mosby
• Malcolm Peat: Community base Rehabilitation. W.B Saunders Carlyon Unsworth, Cognitive and
Perceptual dysfunction: A Clinical reasoning approach to evaluation and intervention.. Lippincott
Williams and Wilkins
• Laurie Lundy Ekman: Neuroscience: Fundamentals for Rehabilitation. W.B Saunders
• Anne Shumway Woollacott , Motor control: Therapy and Practical Application. Lippincott
Williams and Wilkins
• Darcy Ann Umphred: Neurological rehabilitation. Mosby
• Fogel & Schiff’s: Neuropsychiatry Therapy. Williams & Wilkins
• O.T. Practice Skills For Physical Dysfunction By L.V. Pedritti.
• Handbook Of Research in Physical Therapy By C.E. Bork.
• Physical Therapy Research: Principals & Applications By E. Domhold
• Physical Rehabilitation- Assessment & Treatment By O’ Sul.
• Occupational Therapy for Physical Dysfunction By Trombly.
• Textbook of Work Physiology By Astrand

Assessment methods and weightages in brief (4 to 5 sentences)

• 3 internal assessments in a year. Best two of three will be considered for marks calculation. Tests
will carry a weightage of 15 marks theory/practical, 5 marks for attendance and 5 for
assignment. The total weightage of the internal exams will be 25% of total marks in each subject
in the Final exams.
• Final/annual examination: Mode of Theory Papers is written only (3 hours) having 01 examiner
from the panel, Lab Hours can be taken as Written, Demonstration and/ or Viva Voce (Upto one
hour per candidate) 1 internal and 1 external examiner from the panel.
Course Code: MOP 165 Title of the Course: PRACTICE ENVIRONMENT IN
MENTAL HEALTH
L-T-P = 64 L
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

Course Code: MOP 166 Title of the Course: PRACTICE ENVIRONMENT IN

MENTAL HEALTH CLINICAL PRACTICE
L-T-P =416 P
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs) (5 TO 8)

After completing this Course, the students should be able to ………….

CLO-1.Identify problems of relevance to the theory and/or practice of therapy in rehabilitation.

CLO-2.Undertake injury into a specific problem area and aim towards knowledge on the topic in the
specified problem area.
CLO-3. Formally document the stages of such a study, including description of the problem, the
process of investigation, the findings and their implications for therapy education, practice and
research.
CLO-4. Gain an interest in research, writing, and publishing material, which contributes to the
ongoing development of professional therapy both as a science and an art.
CLO-5. Develop skills in critical thinking, research method (including review of literature,
formulation of a problem for study, selection of a research strategy to investigate the problem,)
implementation of that strategy), and the formal presentation of information related to the theory and
or/ practice of occupational therapy.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS PS
PLO PLO PLO
O O O O O O O O O O O O O
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3 4
CLO 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 2
1

CLO 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3
2
CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4
CLO 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3
5
Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.
Detailed Syllabus:
MOP 165
PRACTICE ENVIRONMENTS IN MENTAL HEALTH {64Hrs}

To enhance the Occupational Therapist’s capability to evaluate the O.T. program effectiveness
following planning ,development , implementation & organization in various environments of
practice
UNIT-I
➢ Assessing using appropriate evaluative tools
➢ Using goal attainment scales to determine the effectiveness of goals set.
Determining the effectiveness of planning , implementation and termination of appropriate
intervention strategies in treatment (including Frame of references)
➢ Determining the effectiveness of follow - up intervention program.

IN:
UNIT-II
• Disorders first diagnosed in infancy, childhood, or adolescence
• Delirium, Dementia, amnesic, and other cognitive disorders
• Mental disorders due to a general medical condition
UNIT-III
• Substance related disorders
• Schizophrenia and other Psychotic disorders
UNIT-IV
• Mood disorders
• Anxiety disorders
• Somatoform disorders
• Eating disorders
• Adjustment disorders
• Personality disorders
UNIT-V
• Pains & stress management
• Other Neuropsychiatry disorders
• Preventives & current practice in Psychosocial conditions

RECOMMENDED BOOKS

• Nancie R. Finnie: Handling the young child with cerebral palsy at home. Butterworth &
Heinemann
• Sophie Levitt: Treatment of cerebral palsy and motor delay. Blackwell
• Jane Case Smith: Occupational Therapy for children. Mosby
• Paula Kramer.Jim Hinojosa: Frames of reference for pediatric occupational therapy.
Lippincott Williams & Wilkins
• Anita Bundy: Sensory Integration: Theory and Practice. F.A Davis
• Linda King Thomas, Bonnie J. Hacker : A Therapist’s Guide to Pediatric Assessment.
Little Brown & Wilkins
• Marilyn B.Cole: Group dynamics in Occupational therapy. Slack
• Moya Wilson: Occupational Therapy in short term psychiatry. Churchill Livingstone
• Anne Cronin Mosey : Occupational Therapy: Configuration of a profession .Raven Press
• Anne Cronin Mosey: Activities therapy. Raven Press
• Anne Cronin Mosey: Psychosocial components of Occupational therapy. Raven press
 • Best Practice Occupational therapy in Community Service with Children and families.
Winnie Dunn slack Incorporated
• Carlyon a. McManus: Group Wellness programs for chronic pain and disease
management.Butter Worth Heinemann
• Vickie Nixon: Spinal Cord Injury. William Heinemann.
• M.Wilson Occupational Therapy in Long Term Psychiatry 3rd Edition.
• G.S. Fidler and J.W. Fidler Occupation Therapy in Communication Process.
• H.Hopkins and H.Smith - Willard and Spackman’s Occupational Therapy 8th Edition.

Teaching-Learning Strategies in brief

Mode of Curriculum delivery and execution includes classroom teaching, assignments, tests, lab
work, project, case studies, participation in relevant events, field visit, educational tour etc.

Assessment methods and weightages in brief (4 to 5 sentences)

• 3 internal assessments in a year. Best two of three will be considered for marks calculation. Tests
will carry a weightage of 15 marks theory/practical, 5marks for attendance and 5 for
assignment. The total weightage of the internal exams will be 25% of total marks in each subject
in the Final exams.
• Final/annual examination: Mode of Theory Papers is written only (3 hours) having 01 examiner
from the panel, Lab Hours can be taken as Written, Demonstration and/ or Viva Voce (Upto one
hour per candidate) 1 internal and 1 external examiner from the panel.
MOT SECOND YEAR

(PAEDIATRICS)
 COURSE DESIGN
TYPICAL COURSE DESIGN
NAME OF THE SCHOOL / DEPARTMENT / CENTRE

Name of the Academic Program Master of Occupational Therapy(Paediatrics)

Course Code: MOP 261 Title of the Course: PROFESSIONAL DEVELOPMENT

L-T-P 80 L Credits NA
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs) (5 TO 8)

After completing this Course, the students should be able to ………….

CLO-1. Understand and apply different teaching – learning methods for imparting Occupational
Therapy education.
CLO-2. Apply managerial skills in planning, implementation and administration of clinical activities.
CLO-3. demonstrate adequate knowledge and skill in ethical principles of Occupational Therapy.
CLO-4. Apply and analyze the concept of learning evaluation and curriculum development.
CLO-5. Implement effective teaching sessions in Occupational Therapy, the basic issues of
Occupational Therapy management & administration and practice as an informed professional on
Legal & ethical issues.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS PSO
PLO PLO PLO
O O O O O O O O O O O O 4
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1

CLO 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3 2
2

CLO 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3
5

Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.

Detailed Syllabus:
PROFESSIONAL DEVELOPMENT (80 Hours)

Section - I

SERVICE DELIVERY and MANAGEMENT (30 Hours)

To enhance the ability of the Occupational Therapist to implement the principles of management &
administration in the context of increasing interaction between the Health – care facility & the
community.
Unit-I
1. Health care delivery system (including in health prevention and promotion) Hospital :
types and function ,clinical ,supportive and ancillary services of a hospital

2. Facility planning
o designing, values based facility, strategic planning , design decisions
o planning steps & process
o planning for growth
(acute care, rehabilitation center, school system, adult day care, long-term care,
home care and private practice , community care , industrial set-up, Hospice)

3. Organizing & engaging people in work setting

o Achieving organizational vision through people
o Concept of productivity
o Leadership
o Organizational leadership : roles , responsibilities & competencies.
o Theories about managing people
o Management styles
o Work teams

4. Dealing with differences (values, diversity concerns)

o Conflicting values & motivations
o Organizational ,personal & professional guidance (organizational self-veiw,
fundamental documents )

5. Organizational structure & control for business success

o characteristics of business structures
o (legal structure, tax status, operating structure)
o Organizational structure
(organizational chart, hierarchy in organizations, organizational patterns)
o product strategy decisions
o policies & procedures
o re-organization
o human resource management in relation to the operating structure.

6. Recruitment (personnel & entry level students)

7. Directing and controlling
8. Monitoring and evaluation

Unit-II

9. Information management
 o management & flow of information in an organisation
o use of data
o documentation (personnel ,technological, financial considerationc & realistic
expectations)

10. Outcome management

11. Quality management - basis of quality management , Quality assessment / control
(adults),quality assurance , international quality system

12. Risk management

13. Financial management (fiscal management & cost accounting)

14. Marketing
o market orientation, segmentation, consumer research
o basics of marketing
o marketing plan
o marketing strategies in health care.
o promotional considerations ( communication methods & media , the marketing
campaign)

15. Consultancy

16. Entrepreneurship: ownership & private practice

Section –II

PEDAGOGY in OCCUPATIONAL THERAPY EDUCATION (30 Hours)

To enhance the potential of the Occupational Therapist to become effective communicators especially
in the context of education
Unit-III

1. Philosophy of education & emerging issues in education

• meaning , functions & aims of education
• agencies of education
• formal , informal & non – formal education
• current issues & trends in higher education-
o Issue of quality in higher education
o Autonomy & accountability
o Privatization
o Professional development of teachers
o Education of persons with disabilities
• need for educational philosophy
o Some major philosophies ( idealism, naturalism , pragmatism ) & their implications for
education

2. Concepts of teaching & learning

• meaning , need & scope of educational psychology
• meaning & relationship between teaching & learning
• learning theories
 • dynamics of behaviour
• individual differences

3. Curriculum
• meaning & concept
• basis for curriculum formulation / development
• framing objectives for a curriculum
• process of curriculum development ( including field work )
• effecting curriculum development
• evaluation of curriculum

4 .Methods & techniques of teaching

(Lecture, demonstration, discussion, seminar, assignment, project method & case study)

5. Planning for teaching

• Bloom’s taxonomy instructional objectives
• writing instructional objectives in behavioural terms
• unit planning & lesson planning
• preparation of unit plan & lesson plan

6. Teaching aids
• Types of teaching aids
• Principles of selection , preparation & use of audio-visual aids

7. Measurement & Evaluation

• Nature of educational measurement : meaning , process & types of testing
• Construction of an achievement tests & its analysis.
• Standardized tests
• Introduction of some standardized tools : important tests of intelligence , aptitude ,
personality
• Continuous & comprehensive evaluation.

8. Guidance & counselling

• meaning & concepts of guidance & counselling
• principles
• guidance & counseling services for students & faculty members
• faculty development & development of personnel for O.T. services

9. Clinical Education
• Awareness & guidance to the common people about health & disease, and available
Professional services
• Patient education
• Education of health care practitioners
• Use of media in clinical education

SECTION – III
Unit-IV

LEGISLATIVE and ETHICAL ISSUES 10 Hours

1. Legal / Legislative issues concerning:

o Occupational Therapy profession
 o Persons with disability

2 Ethical issues

3. Standard of practice

Section – IV
Unit-V

ADDRESSING CURRENT ISSUES in OCCUPATIONAL THERAPY

FUTURE PLANNING
RECOMMENDED BOOKS

• Moon JA. Reflection in learning and professional development: Theory and practice.
Routledge; 2013 Sep 5.
• Guskey TR, Huberman M. Professional development in education: New paradigms and
practices. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
(paperback: ISBN-0-8077-3425-X; clothbound: ISBN-0-8077-3426-8).; 1995.
• McCall MW, Lombardo MM, editors. Leadership: Where else can we go?. Durham, NC:
Duke University Press; 1978.
• Bailey DM, Schwartzberg SL. Ethical and legal dilemmas in occupational therapy.

Teaching-Learning Strategies in brief (4 to 5 sentences)

Mode of Curriculum delivery and execution includes classroom teaching, assignments, tests, lab
work, project, case studies, participation in relevant events, field visit, educational tour etc.

Assessment methods and weightages in brief (4 to 5 sentences)

• 3 internal assessments in a year. Best two of three will be considered for marks calculation. Tests
will carry a weightage of 15 marks theory/practical, 5 marks for attendance and 5 for
assignment. The total weightage of the internal exams will be 25% of total marks in each subject
in the Final exams.
• Final/annual examination: Mode of Theory Papers is written only (3 hours) having 01 examiner
from the panel.
Course Code: MOP 262 Title of the Course: Occupational therapy in Pediatrics I (Theory)

L-T-P 64 L Credits NA
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

Course Code: MOP 263 Title of the Course: Occupational therapy in Pediatrics I (Practical)

L-T-P 416 P Credits NA

(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs) (5 TO 8)

After completing this Course, the students should be able to ………….

CLO-1. Have understanding of Traditional & contemporary models and Principles & techniques
of O.T. Assessment in pediatric conditions.
CLO-2. demonstrate the theory and practice of Occupational Therapy as applied to, neonates,
children and adolescent’s dysfunction, principles of training in biomechanics and kinesiology, basic
motor skills development, use of play and its purpose.
CLO-3. Have a better understanding of child psychology normal and abnormal development and its
influence in OT treatment, emphasis is given on the specific standardized scales used in paediatrics.
CLO-4. To understand and apply the applications of movement dysfunction into therapeutic exercise
prescription. the principles of biomechanics and kinesiology in understanding the normal functioning
of the human body.

CLO-5. Implement the principles in managing various clinical orthopaedic /paediatric conditions.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS
PLO PLO PLO
O O O O O O O O O O O O
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3

CLO 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3
1

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2

CLO 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3
4
CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
5
Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.
Detailed Syllabus:

MOP 262 OCCUPATIONAL THERAPY IN PAEDIATRICS I (64 Hours)

Unit-I

• Traditional & contemporary models

• Relationships with other service providers - team work in paeds
• Growth & development
• Developmental principles & theories
• Developmental process : prenatal to adolescent
Unit-II

• General pediatric health care

• Diagnostic imaging & other investigation
• Diagnostic problems.
Unit-III

• Principles & techniques of O.T. Assessment

• History
• Examination & measurement
• Basic principles of O.T. intervention including parent & family
involvement
Unit-IV

• Major areas of childhood performance

o Feeding & oral motor skills (lactation counseling)
o Hand functions and hand writing
o Other self-maintenance activities
o Play & recreational activities
o School work tasks & pre-vocational readiness
o Orthosis and prosthesis in children
Unit-V

14. Service Design & management

• NICU & Hospital based set-ups
• child guidance centers
• Pre-school services.
• school system
• Home based set-ups.
• Sensory Integrative Set up
• Pediatric Rehab
• Play park etc.

RECOMMENDED BOOKS
• Nancie R. Finnie: Handling the young child with cerebral palsy at home. Butterworth &
Heinemann
• Sophie Levitt: Treatment of cerebral palsy and motor delay.Blackwell
 • Jane Case Smith: Occupational Therapy for children. Mosby
• Paula Kramer.Jim Hinojosa: Frames of reference for pediatric occupational therapy.
Lippincott Williams & Wilkins
• Anita Bundy: Sensory Integration: Theory and Practice. F.A Davis
• Linda King Thomas, Bonnie J. Hacker : A Therapist’s Guide to Pediatric Assessment.
Little Brown & Wilkins
• Marilyn B.Cole: Group dynamics in Occupational therapy. Slack
• Moya Wilson: Occupational Therapy in short term psychiatry. Churchill Livingstone
• Anne Cronin Mosey : Occupational Therapy: Configuration of a profession .Raven Press
• Anne Cronin Mosey: Activities therapy. Raven Press
• Anne Cronin Mosey: Psychosocial components of Occupational therapy. Raven press
• Best Practice Occupational therapy in Community Service with Children and families.
Winnie Dunn slack Incorporated
• Carlyon a. McManus: Group Wellness programs for chronic pain and disease
management.Butter Worth Heinemann
• Vickie Nixon: Spinal Cord Injury. William Heinemann.
• M.Wilson Occupational Therapy in Long Term Psychiatry 3rd Edition.
• G.S. Fidler and J.W. Fidler Occupation Therapy in Communication Process.
• H.Hopkins and H.Smith - Willard and Spackman’s Occupational Therapy 8th Edition.

Teaching-Learning Strategies in brief (4 to 5 sentences)

Mode of Curriculum delivery and execution includes classroom teaching, assignments, tests, lab
work, project, case studies, participation in relevant events, field visit, educational tour etc.

Assessment methods and weightages in brief (4 to 5 sentences)

• 3 internal assessments in a year. Best two of three will be considered for marks calculation. Tests
will carry a weightage of 15 marks theory/practical, 5 marks for attendance and 5 for
assignment. The total weightage of the internal exams will be 25% of total marks in each subject
in the Final exams.
• Final/annual examination: Mode of Theory Papers is written only (3 hours) having 01 examiner
from the panel, Lab Hours can be taken as Written, Demonstration and/ or Viva Voce (Upto one
hour per candidate) 1 internal and 1 external examiner from the panel.
Course Code: MOP 264 Title of the Course: Occupational therapy in Pediatrics II (Theory)

L-T-P 80 L Credits NA

(L=Lecture hours, T=Tutorial hours, P=Practical hours)

Course Code: MOP 265 Title of the Course: Occupational therapy in Pediatrics II (Practical)

L-T-P 352 P Credits NA

(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs) (5 TO 8)

After completing this Course, the students should be able to ………….

CLO-1. acquire in-depth knowledge and skill in assessment and Occupational Therapy management
of different paediatric Conditions
CLO-2. document systematic, meaningful and accurate written records of the patient.
CLO-3. perform a comprehensive and complete Occupational Therapy assessment of the Paediatric
Conditions.
CLO-4. formulate a complete Occupational Therapy treatment plan of Paediatric conditions and
disorders.
CLO-5. Management of different paediatric conditions including high risk infants, Musculo skeletal
disorder in childhood (Traumatic & non-traumatic), psychiatric disorders in childhood.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS
PLO PLO PLO
O O O O O O O O O O O O
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3
CLO 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3
1

CLO 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2
2

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4
CLO 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3
5
Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.

MOP 264 OCCUPATIONAL THERAPY IN PAEDIATRICS – II (80Hours)

SPECIFIC O.T. SERVICES including CURRENT & FUTURE TRENDS IN:

Unit-I

• Nenonatology –High risk infants & Early intervention &

respiratory
• Cardiovascular disorder in childhood
Unit-II

• Neurological disorder in childhood

• Endocrine & metabolic disorders in childhood
Unit-III

• Malignancies in childhood
• Collagen vascular disorder in childhood
• Genetic disorders childhood
Unit-IV

• Musculo skeletal disorder in childhood (Traumatic & non-

traumatic)
• Psychiatric disorders in childhood
• Thermal injuries
Unit-V

• Others: -
o Communication, visual and hearing impairment

RECOMMENDED BOOKS
• Nancie R. Finnie: Handling the young child with cerebral palsy at home. Butterworth &
Heinemann
• Sophie Levitt: Treatment of cerebral palsy and motor delay.Blackwell
• Jane Case Smith: Occupational Therapy for children. Mosby
• Paula Kramer.Jim Hinojosa: Frames of reference for pediatric occupational therapy.
Lippincott Williams & Wilkins
• Anita Bundy: Sensory Integration: Theory and Practice. F.A Davis
• Linda King Thomas, Bonnie J. Hacker : A Therapist’s Guide to Pediatric Assessment.
Little Brown & Wilkins
• Marilyn B.Cole: Group dynamics in Occupational therapy. Slack
• Moya Wilson: Occupational Therapy in short term psychiatry. Churchill Livingstone
• Anne Cronin Mosey : Occupational Therapy: Configuration of a profession .Raven Press
• Anne Cronin Mosey: Activities therapy. Raven Press
• Anne Cronin Mosey: Psychosocial components of Occupational therapy. Raven press
• Best Practice Occupational therapy in Community Service with Children and families.
Winnie Dunn slack Incorporated
 • Carlyon a. McManus: Group Wellness programs for chronic pain and disease
management.Butter Worth Heinemann
• Vickie Nixon: Spinal Cord Injury. William Heinemann.
• M.Wilson Occupational Therapy in Long Term Psychiatry 3rd Edition.
• G.S. Fidler and J.W. Fidler Occupation Therapy in Communication Process.
• H.Hopkins and H.Smith - Willard and Spackman’s Occupational Therapy 8th Edition.

Teaching-Learning Strategies in brief (4 to 5 sentences)

Mode of Curriculum delivery and execution includes classroom teaching, assignments, tests, lab
work, project, case studies, participation in relevant events, field visit, educational tour etc.

Assessment methods and weightages in brief (4 to 5 sentences)

• 3 internal assessments in a year. Best two of three will be considered for marks calculation. Tests
will carry a weightage of 15 marks theory/practical, 5 marks for attendance and 5 for
assignment. The total weightage of the internal exams will be 25% of total marks in each subject
in the Final exams.
• Final/annual examination: Mode of Theory Papers is written only (3 hours) having 01 examiner
from the panel, Lab Hours can be taken as Written, Demonstration and/ or Viva Voce (Upto one
hour per candidate) 1 internal and 1 external examiner from the panel.
Course Code: MOP 266 Title of the Course: Dissertation

L-T-P 64 P Credits NA
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs) (5 TO 8)

After completing this Course, the students should be able to ………….

CLO-1. Identify problems of relevance to the theory and/or practice of therapy in rehabilitation.
CLO-2. Undertake injury into a specific problem area and aim towards knowledge on the topic in the
specified problem area.
CLO-3. Formally document the stages of such a study, including description of the problem, the
process of investigation, the findings and their implications for therapy education, practice and
research.
CLO-4. Gain an interest in research, writing, and publishing material, which contributes to the
ongoing development of professional therapy both as a science and an art.
CLO-5. Develop skills in critical thinking, research method (including review of literature,
formulation of a problem for study, selection of a research strategy to investigate the problem,)
implementation of that strategy), and the formal presentation of information related to the theory and
or/ practice of occupational therapy.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS PS
PLO PLO PLO
O O O O O O O O O O O O O
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3 4

CLO 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 2
1

CLO 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3
2

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3
3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4
CLO 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3
5
Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.

Assessment methods and weightages in brief (4 to 5 sentences)

• There will be an internal and an external evaluator from the panel, for each dissertation. The
dissertation will be evaluated by the internal examiner and the viva voce will be conducted by the
external examiner.

Course Code: MOP 267 Title of the Course: Seminar

L-T-P 64 T Credits NA
(L=Lecture hours, T=Tutorial hours, P=Practical hours)

COURSE LEARNING OUTCOMES (CLOs) (5 TO 8)

After completing this Course, the students should be able to ………….

CLO-1. Acquire in-depth understanding and skill in seminar presentation in topics of Paediatric
Occupational Therapy.
CLO-2. Make a well researched presentation on the allocated topic.
CLO-3. Demonstrate adequate knowledge and skill in seminar presentation.

Mapping of Course Learning Outcomes (CLOs)with Program Learning Outcomes (PLOs)

and Program Specific Outcomes (PSOs)

PL PL PL PL PL PL PL PL PL PS PS PS PSO
PLO PLO PLO
O O O O O O O O O O O O 4
1 2 3
4 5 6 7 8 9 10 11 12 1 2 3

CLO 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2
1

CLO 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3
2

CLO 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3
3

Each Course Learning Outcome (CLOs) may be mapped with one or more Program Learning
Outcomes (PLOs). Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’mapping, 1
for ‘Low-level’mapping. Map with PSOs wherever applicable.

Assessment methods and weightages in brief (4 to 5 sentences)

• There will be two internal evaluators for each seminar.
BOOKS RECOMMENDED:-

1. Clinical orthopedic Rehabilitation: S.Brent Brotzman, C.V Mosby Company

2. Orthopedics in Rehabilitation: at McKee, Jaypee Brothers
3. Treatment and Rehabilitation of fractures: Stanley Hoppenfeld. Lippicott Williams and
Wilkins
4. Therapeutic Exercise: Moving towards function: Carries M. Hall &Lori Thein Broody
Lippicott Williams and Wilkins
5. Atlas of limb prostheses-Surgical, Prostheses and Rehabilitation Principles: J.H Bowker, J.H
Michael, Mosby yearbook
6. Introduction to splinting: Brenda Coppard, Helene Lohman. Mosby
7. Functional Fracture Bracing :Augustus Sarmiento. Springer
8. Rehabilitation of Hand. Volume I & II. James Hunter.C.V Mosby
9. Rehabilitation of the Hand : C.B Wynn Parry. Butterworths
10. Spinal Cord Injury: Vickie Nixon. William Heinemann
11. Handling the young child with cerebral palsy at home. Nancie R. Finnie. Butterworth &
Heinemann
12. Treatment of cerebral palsy and motor delay. Sophie Levitt. Blackwell
13. Occupational Therapy for children. Jane Case Smith. Mosby
14. Frames of reference for pediatric occupational therapy. Paula Kramer.Jim Hinojosa.
Lippincott Williams & Wilkins
15. Sensory Integration: Theory and Practice. Anita Bundy F.A Davis
16. A Therapist’s Guide to Pediatric Assessment. Linda King Thomas, Bonnie J. Hacker Little
Brown & Wilkins
17. Cognitive and Perceptual dysfunction: A Clinical reasoning approach to evaluation and
intervention. Carlyon Unsworth. Lippincott Williams and Wilkins
18. Neuroscience: Fundamentals for Rehabilitation. Laurie Lundy Ekman. W.B Saunders
19. Motor control: Therapy and Practical Application. Anne Shumway Woollacott Lippincott
Williams and Wilkins
20. Neurological rehabilitation. Darcy Ann Umphred. Mosby
21. Neuropsychaitry Therapy. Fogel & Schiffs. Williams & Wilkins
22. Group dynamics in Occupational therapy. Marilyn B.Cole. Slack
23. Occupational Therapy in short term psychiatry. Moya Wilson. Churchill Livingstone
24. Occupational Therapy: Configuration of a profession . Anne Cronin Mosey .Raven Press
25. Activities therapy. Anne Cronin Mosey. Raven Press
26. Psychosocial components of Occupational therapy. Anne Cronin Mosey. Raven press
27. Community base Rehabilitation Malcolm Peat. W.B Saunders
28. Best Practice Occupational therapy in Community Service with Children and families.
Winnie Dunn slack Incorporated
29. Group Wellness programs for chronic pain and disease management. Carlyon a.
McManus,Butter Worth Heinemann
30. Park’s Textbook of Preventive and Social medicine. K.Park,M/s Banarsidas Bhanot
Publishers
31. Ergonomics, Work and Health. Stephen Pheasant. Aspen publishers
32. Ergonomics for therapist – Karen Jacobs
33. Rehab. Medicine – De lisa
34. Krusens Hand book of Physical medicine & Rehabilitation
35. Occupational Therapy with Elders – S byres, Cannon, Lohman. Mosby
36. The Research Therapist- S Jenkins, CJ Price & L Straker
37. Clinical Research- F Smith & J Smith
38. Physical therapy Research – Domholdt
39. Research Methodology for clinical therapist – Carolyn Hicks
Research Journals related to Occupational Therapy & Rehabilitation

Prepared By:-

Ms Nazia Ali Ms Saba Aziz

Assistant Professor Assistant Professor
Mentor- MOT II Year Mentor- MOT I Year

Ms Rashida Begum
Associate Professor
MOT Coordinator