Promoting Inclusion with Occupational Therapy: A Coteaching Model

L, Fern Silverman EdD Otr

doi:10.1080/19411243.2011.595308

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…These findings are consistent with results found across mainstream school services in the US, Canada, and Australia (Benson et al, 2016;Bolton & Plattner, 2019;Rens & Joosten, 2014;Truong & Hodgetts, 2017;Wintle et al, 2017). The benefits of occupational therapists being more embedded into schools is well-evidenced in the literature (Bazyk & Cahill, 2020;Hutton, 2009;Missiuna et al, 2012;Silverman, 2011). An integrated approach is supported in the P4C (Missiuna et al, 2012) and OTiS (Hutton, 2009) models used in mainstream schools whereby occupational therapists take a tiered approach to interventions at a universal (whole school), targeted (at risk students) and specialist (students with specific needs) level.…”

Section: Discussionsupporting

confidence: 85%

We Need to Completely Change the Way We Look at Therapy: Occupational Therapy in Specialist Schools

Caie

Brooks

2021

Journal of Occupational Therapy, Schools, & Early Intervent

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Recent literature has challenged the ways in which occupational therapy has been delivered in mainstream schools but consideration of practice in specialist schools, where all students have special educational needs or disabilities, is limited. This study aimed to address this gap by exploring occupational therapy practice in specialist schools in England. This qualitative study used a phenomenological approach. Data was collected via semi-structured interviews and analysed using thematic analysis. The study had 6 occupational therapist participants. Three themes emerged from the data: Theme 1: "I'm going to be really honest with you, we're not doing therapy" Theme 2: "We are not entirely part of the school community" Theme 3: "You shouldn't have to try and make someone else the therapist". The findings echo studies of occupational therapy in mainstream schools but offer new insights into the focus and delivery of occupational therapy in specialist schools. It is recommended that in England a new model of service provision is developed that integrates occupational therapists into specialist schools, creates more time in the classroom, facilitates therapist-teacher collaboration, and enables a broader scope of practice.

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Section: Discussionsupporting

confidence: 85%

We Need to Completely Change the Way We Look at Therapy: Occupational Therapy in Specialist Schools

Caie

Brooks

2021

Journal of Occupational Therapy, Schools, & Early Intervent

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“…Occupational therapy services are limited to direct service delivery with no coverage for collaboration efforts such as co-treatments and consultation, even though collaboration is mandated by IDEA to best serve students with disabilities (Davis, 2012;Shasby & Schneck, 2011;Silverman, 2011). In order to be part of the education team, it is imperative for occupational therapy practitioners to be able to attend meetings, brainstorm with other education professionals, and provide consultative services as related to individual student's needs.…”

Section: School-based Practicementioning

confidence: 99%

Exploring Funding for Occupational Therapy in Transition Services

Mankey

2014

Journal of Occupational Therapy, Schools, & Early Intervent

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“…Teachers, paraeducators, and other service providers have opportunities to learn how to embed occupational therapy intervention strategies when OT is provided in the natural context. Specifically, students with disabilities benefit from teachers' increased ability to implement therapy strategies throughout the day (Silverman, 2011). Lastly, there is enhanced educational continuity for students with special needs who are not pulled out of the classroom for related services (Bazyk & Cahill, 2014).…”

Section: About Integrated Servicesmentioning

confidence: 99%

Inclusion of Children with Disabilities

Smith¹

2013

Understanding Children and Childhood: A New Zealand Perspective

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Inclusion of Children With Disabilities OCCUPATIONAL THERAPY PRACTITIONERS use meaningful activities to help children and youth participate in what they need and/or want to do in order to promote physical and mental health and well-being. Occupational therapy practitioners focus on participation in the following areas: education, play and leisure, social interaction, activities of daily living (e.g., eating, dressing, hygiene), instrumental activities of daily living (e.g., meal preparation, shopping), sleep and rest, and work. These are the usual occupations of childhood. Task analysis is used to identify factors (e.g., sensory, motor, social-emotional, cognitive) that may limit successful participation across various settings, such as at school, at home, and in the community. Activities and accommodations are used in intervention to promote successful performance in these settings.

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Promoting Inclusion with Occupational Therapy: A Coteaching Model

Cited by 5 publications

References 7 publications

We Need to Completely Change the Way We Look at Therapy: Occupational Therapy in Specialist Schools

We Need to Completely Change the Way We Look at Therapy: Occupational Therapy in Specialist Schools

Exploring Funding for Occupational Therapy in Transition Services

Inclusion of Children with Disabilities

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