Browsing by Author "Ali, Amber-Leigh"

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    OCCUPATIONAL THERAPY INCLUSION IN THE SCHOOL SYSTEM
    (2024-04-18) Michaud, Olivia; Gregoire, Julia; Ali, Amber-Leigh
    School-based occupational therapists (OTs) work alongside various education professionals under the umbrella of the individuals with disabilities education act (IDEA) to ensure that children with disabilities have the right to an Individualized Education Plan. Each student under IDEA has a written plan which includes a collaborative approach that must include parent involvement (Lyon, 2022). The role of Occupational Therapists in school based practice is to ensure that children can access education in the classroom, by addressing various areas of performance in school such as the physical, cognitive, and sensory needs of the child (AJOT, 2017). Remaining current and engaging in evidence-based practice is essential for occupational therapy practitioners to be effective in treating children in the school system. One issue OTs face when providing school services is a lack of full knowledge regarding their scope of practice, including the model of pushing in or pulling out for services (AOTA, 2022). This research study examined the perspectives of school based occupational therapists (OTs) in the state of Maine regarding service delivery to students and examine trends around the state. A survey-based study was used to examine the views of OT clinicians regarding knowledge of (1) scope of practice in the school setting, (2) successes and challenges faced during interprofessional collaboration required in this setting, (3) method of pushing into the classroom. The study included 18 Likert-scale responses and 5 open-ended question responses that occupational therapists self-report. Results from the study were examined for frequency and percentages for trends among participants. Demographic data indicated a high percentage of “rural” OTs participated in the study. Trends in the results indicate that OTs are pulling students out of the classroom “most of the time” due to time restraint barriers and limited knowledge of evidence-based practice of using the push in method for service delivery. This presentation will provide an overview of the literature surrounding school based OT, the results of data collected, and implications for the community of practice. Guidelines for occupational therapy services in early intervention and schools. (2017). The American Journal of Occupational Therapy, 71(Supplement_2). https://doi.org/10.5014/ajot.2017.716s01 AOTA. (2022). AOTA Federal Efforts to Support School-Based Practitioners, the GROW SISPs Act and More. Aota.org. https://www.aota.org/advocacy/advocacy-news/2022/federal-efforts-supporting-school-based-practitioners Lyon, S. O. (2023, October 11). Occupational therapy in schools (GUIDE + directory). OT Potential Occupational Therapy Resources. https://otpotential.com/blog/occupational-therapy-in-schools