Table 3

Kindergarten for children of foreign workers and asylum seekers

Children (3–6 years) of foreign workers and asylum seekers, who are at risk for educational delays due to low socio-economic status, as well as lack of regular access to health and welfare services.

Evaluate children’s performance of school-related tasks; provide strategies to facilitate their full participation in daily routines; Plan developmentally appropriate instructional activities (social skills, motor coordination, self-regulation skills, problem-solving abilities); Guide educational staff.

Senior community activity center

Neighborhood senior citizens aged 60+, participating in socialization groups for occupational, intellectual, and recreational enrichment.

Evaluate seniors’ needs and interests for meaningful activities;

Create and implement health programs to assist greater social participation; Provide information about community mobility, environmental modifications to increase ease, safety, and independence with daily tasks; Guide center staff.

Community

center for people living with mental illness

People living with mental illness, participating daily in a community group environment where they can socialize, participate in recreational activities, and learn new skills.

Work with members and staff to manage all operations: clerical, food services, employment programs, housing support and placement, benefit advocacy, case management, financial planning, social programs, and continuing education support.

Academic support Center

Students with various medical conditions (such as learning disabilities, attention deficit disorders, motor and sensory disabilities).

Assist students in developing and improving academic skills (ergonomics, computer use, time management, study skills); Plan to meet different issues (rights, treatment referrals, social participation); Raise staff awareness on issues such as adult sensory regulation, health promotion, occupational balance, and accessibility.