This paper proposes a model framework, The Ecology of Human Performance (EHP) framework, for organizing adult basic education to utilize the skills of occupational therapists. The paper also includes two responses to the proposed framework by Janet S. Stotts and Cheryl Keenan. Reasons for the inclusion of occupational therapy in adult education programs are offered, including the field's expertise in identifying factors that facilitate or create barriers to performance and in the adjustments that can be made to support individual needs. The EHP framework offers five strategies for addressing individual needs: (1) establish/restore the person's ability to perform in context; (2) modify/adapt contextual features and task demands to support performance in context; (3) alter the context to better match the individual's abilities; (4) prevent problems by anticipating difficulties; and (5) create circumstances that promote more typical or complex performances in context. Definitions are provided of major terms in the EHP framework, which is also schematically illustrated. The first response to the proposed model, by Janet Stotts, points out advantages of the EHP framework, notes differences between educators and therapists, and criticizes the model for focusing on deficits rather than strengths and on volunteer clients who understand the disability and seek assistance. The second response, by Cheryl Keenan, suggests translating the EHP model into a series of intervention types appropriate for basic education of adults with disabilities. (DB)
In: Symposium on Accommodating Adults with Disabilities in Adult Education Pograms. Proceedings of the NAASLN [National Association for Adults with Special Learning Needs] (6th, New Orleans, LA, September 26-28, 1996); see EC 305 503.