Occupational Therapy Faculty Attitudes toward the Inclusion of Students with Disabilities in Their Educational Programs

Abstract

This study investigated the attitudes of occupational therapy (OT) and occupational therapy assistant (OTA) educators toward the inclusion of students with disabilities in their educational programs. A nonexperimental design relying on a mailed survey was the methodology selected to examine the following research questions: (1) What are the attitudes of full-time OT and OTA educators who teach in accredited programs in the United States toward inclusion of students with disabilities in their OT programs? and (2) What factors are predictive of positive attitudes of OT faculty towards including students with disabilities in their educational programs? Results indicated that overall OT and OTA faculty have favorable attitudes toward including students with disabilities in their programs. However, consistent with the literature, these attitudes are hierarchical. In other words, attitudes toward inclusion of students with disabilities are different depending on the nature of the disability. Implications for future research are discussed.

Actitud de universitarios hacia las personas con discapacidad

“…El alumnado muestra una predisposición a actuar y aceptar de manera efectiva a estas personas. Según Gitlow (2001), lo anterior refleja un diagnóstico favorable en cuanto a las barreras intangibles.…”

El profesorado en la universidad ante el alumnado con discapacidad: ¿Tendiendo puentes o levantando muros?

“…En muchos casos, el profesorado ha pensado que llevar a cabo algún tipo de adaptación es darles un trato de favor. Un resultado similar aparece en los estudios de Borlan y James (1999), Gitlow (2001) o Moswela y Mukhopadhyay (2011), identificándose las barreras actitudinales como las más significativas para el adecuado progreso del alumnado.…”

The Experience of Student Occupational Therapists with Disabilities in Canadian Universities

“…In a survey of 307 faculty and instructors at various universities in the Midwestern U.S. Cook et al (2009) found that faculty are more eager to understand the needs and characteristics of those with physical impairments such as orthopedic conditions and are less likely to believe that non-evident disabilities require their attention. Factors such as level of understanding about disabilities among educators, level at which faculty teach, and ease of accommodations are a few of the many reasons cited across the literature for varying faculty attitudes (Cook et al, 2009;Gitlow, 2001). …”

“…Research indicates that the success of student occupational therapists with disabilities in universities was influenced significantly by faculty attitudes (Cook et al, 2009;Gitlow, 2001;Tinklin et al, 2005). Gitlow (2001) explored the attitudes of educators in occupational therapy on the inclusion and education of students with disabilities in their programs.…”

“…Gitlow (2001) explored the attitudes of educators in occupational therapy on the inclusion and education of students with disabilities in their programs. This study found that attitudes were generally favourable, however were dependent on the nature of the disability.…”