Occupational Therapy Across the Ages
Image of a lone tree in a field of yellow flowers.
Occupational Therapists work with people across the entire life span and in a wide range of settings. Under the NDIS, the scope of practice can be incredibly broad. Early in my career, I worked with children who were blind or vision impaired. At the time, this felt quite niche—but in reality, it wasn’t. Working with the whole child also meant working closely with their family and broader support network, which made the work both complex and deeply meaningful.
Fast forward many years (too many to count on both hands!), and I now find myself working with people of all ages and across a wide range of disabilities. So, how did this shift happen?
I was fortunate to work for a disability organisation where my role involved not only delivering OT services to adults, but also helping to build the service. Initially, the prospect of working with adults felt daunting, as I hadn’t worked with this population as an OT before. However, I was very comfortable working with parents and caregivers, which helped ease the transition.
Following this experience, I became more confident working across different age groups. I also developed a growing interest in psychosocial disability—an area I didn’t receive formal training in initially. To support my learning, I sought out clinical supervision with a practitioner experienced in psychosocial disability, as well as in drug and alcohol work.
The NDIS landscape is broad, and within disability services alone, there is a vast and sometimes ambiguous range of practice areas. It's up to each individual OT to understand and maintain competence within their chosen areas of work. The Occupational Therapy Board of Australia (OTBA) emphasises this responsibility: if you're extending your scope of practice, you must complete any training or preparation that peers would reasonably expect to ensure your competence. This reinforces the idea that your area of practice isn’t solely defined by your education or early placements, but by your ongoing commitment to learning and professional standards.
What I’ve come to realise is that your area of practice doesn’t have to be defined by where you started or what placements you completed. There are many ways to evolve your skills and expand your professional identity. Here are some key lessons I’ve learned:
Don’t rule out an area of practice just because you haven’t had a student placement in it – this was my experience with mental health!
Access regular clinical supervision – it's essential for growth, reflection, and support, especially when entering new areas.
Pursue professional development and training – focus on areas that interest you or where you'd like to grow.
Seek advice from people you respect – mentors, colleagues, or leaders in the field.
Be prepared to learn from and with your clients – they are often the best teachers.
It’s okay to say, “I don’t know, but I’ll find out" – admitting this shows professionalism and a commitment to quality.
Collaborate when needed – for me, that’s often with assistive technology specialists.
You don’t need to know everything – for example, pressure care is vital, but if it’s not a routine part of your role, it's okay to consult others who have that expertise.
Stay curious – ask questions, explore new areas, and challenge your assumptions.
Reflect regularly on your practice – use supervision, and peer discussion to deepen your learning.
Understand your responsibility to maintain competence – especially in the NDIS space, where the diversity of needs means that scope can shift quickly, be sure to align your skills with OTBA expectations.
Whether you're early in your career or an experiences OT exploring new areas of practice, remember that growth comes from curiosity, reflection, and connection. Our profession is as diverse as the people we work with—and that’s what makes it so rewarding. Stay open, stay true to you, and never stop learning.