University of Batangas

Culturally responsive care (CRC) is essential in occupational therapy (OT) to ensure equitable, relevant, and meaningful client engagement. The use of CRC in OT education and practice remains variable. We aimed to map how CRC is defined, implemented, and integrated in OT literature and to identify knowledge gaps. We systematically searched PubMed (NCBI), CINAHL (EBSCOhost), Scopus (Elsevier), and PsycINFO (ProQuest) using key terms related to OT and cultural responsiveness. Following Arksey and O'Malley's framework, we charted and analysed 53 studies using the Health Standards Organization (HSO) Cultural Safety and Humility Framework. CRC was conceptualized across a spectrum from cultural competence to cultural humility, with strong engagement in community partnerships, especially with Indigenous groups. Although CRC is a recognized priority in OT, its application across training and service delivery remains limited, especially from the global south. Addressing these gaps is essential for equitable and accountable OT practice to maximize client satisfaction.

Teacher-parent collaboration plays a vital role in the successful implementation of Individualized Education Plans (IEPs), which are essential for supporting students with special needs in inclusive education settings. This descriptive qualitative research explored the collaboration between teachers and parents in the implementation of IEPs in a public elementary school in Batangas City, Philippines. The study aimed to describe existing IEP practices, identify the roles and responsibilities of teachers and parents, and determine common challenges such as attendance of IEP team members, progress monitoring, and communication between home and school, and develop a guidebook to support effective implementation. Using purposive sampling, five special education teachers were selected and interviewed using a validated semi-structured guide. The data gathered were analyzed using thematic analysis. The results revealed that the implementation of IEPs in the study setting is largely teacher-led, with teachers assuming primary responsibility for planning, implementing, and monitoring IEPs due to limited institutional and professional support. Parental involvement was found to be inconsistent and largely consultative, with parents often informed of IEP decisions rather than actively participating in goal-setting and evaluation. The study further identified context-specific challenges, including the absence of a complete multidisciplinary IEP team, reliance on teacher-developed tools for progress monitoring, and communication that is functional but irregular. In response to these findings, a practical guidebook was developed to address identified gaps by clarifying teacher and parent roles, strengthening communication practices, and supporting more structured collaboration in resource-limited public school contexts.

Reading is an essential learning skill, yet many young Filipino children lack the foundational knowledge to read text competently. Particularly, the younger generations need a better level of reading skills. This study assessed the reading fluency and comprehension levels of Grade 3 pupils and identified common reading difficulties affecting their literacy development. Employing a descriptive research design with a qualitative approach, data were gathered through EGRA results and validated interviews with three purposely selected Grade 3 teachers from Balete Relocation Site Elementary School. Descriptive statistics and t-tests were used to analyze the correlation between reading proficiency and student profiles. Findings revealed that both fluency and comprehension remain significant challenges, with teachers citing limited practice and resources as key barriers. Notably, a significant difference was found in reading fluency based on sex, with female students achieving a higher mean score (2.77) than males (2.50); t = 2.21, p = 0.030. In reading comprehension, female students also outperformed males, with a t-value of 2.41 and a p-value of 0.018. In response, a self-learning module was developed, offering structured and engaging reading activities aimed at enhancing pupils’ fluency and comprehension skills.

The work of Dr Elizabeth Yerxa and the development of occupational science were significantly influenced by cross-disciplinarity. Trier University of Applied Sciences (Germany) has embraced this approach in its academic teaching of occupational science, offering a corresponding module as a joint course for students from various disciplines. Building on the positive experiences with this teaching model, where perspectives and concepts from different disciplines inform and enrich each other, the authors encourage the integration of occupational science into the curricula of various disciplines. The integration aims to foster the interdisciplinary and intersectional study of occupation.

Researchers are increasingly seeking innovative strategies for effective knowledge transmission through instructional materials, and one recommended approach is the gamification of lessons and activities that provide students with opportunities to be more active vocabulary builders. The gap being addressed through gamified materials is the deterioration in students' comprehension and vocabulary. The Likert Scale was used to evaluate the effectiveness of an advanced word search puzzle in enhancing students' comprehension and retention of story elements, as well as improving their word recognition and vocabulary skills. The results show that the students agreed that the word search puzzle helped them remember significant aspects of the literary piece used, with the highest mean of 3.51, as well as expand and recognize their vocabulary, with calculated means ranging from 3.51 to 3.58. The findings affirm that gamified learning materials, such as advanced word search puzzles, are effective in supporting reading comprehension and promoting vocabulary development among learners.