Teachers' Perceptions of the Role and Effectiveness of Occupational Therapists in Schools

Abstract

Teachers' expectations from occupational therapists working with exceptional children in two Ontario public school boards were explored in this study. Information was obtained through a questionnaire distributed to all teachers (N = 143) who had worked with occupational therapists and personal interviews conducted with 10 of these teachers. Findings suggested that all teachers believed that there was an important role for occupational therapists in the school system. They defined this role as offering programming suggestions, consulting with school personnel, providing and adapting equipment, liaising with school, home and community, assessing, and following-up school-aged children. Teachers also suggested that occupational therapists further define their roles and responsibilities in school, for themselves, and for school personnel. Finally, teachers suggested that occupational therapists must continue to support and share their knowledge about children with special needs with teachers by providing more demonstration, and modeling of suggested occupational therapy programmes and by working with exceptional students inside the classroom, rather than outside, whenever possible.

Evaluation of Occupational Therapy School-Based Consultation Service for Students with Fine Motor Difficulties

“…The results of phase two of this study supported that OTSBC service is beneficial to students with fine motor difficulties, which are consistent with the findings of previous studies that have shown occupational therapy consultation is the preferred method of providing occupational therapy services in the school (Barnes &Turner, 2001;Dunn, 1990;Fairbairn & Knowles, 1993;Pollock & Stewart, 1998;Thress-Suchy et al, 1999). Factors that facilitate and/or hinder occupational performance changes of students with fine motor problems were identified.…”

Promoting Inclusion with Occupational Therapy: A Coteaching Model

“…The occupational therapist and teachers jointly presented an entire class activity that engaged fine-motor, sensory motor, and visual perceptual skills. The coteaching format is supported by research indicating that teachers would like occupational therapists to provide more demonstration and modeling of suggested therapy strategies (Fairbairn & Davidson, 1993). The occupational therapist and the Downloaded by ["Queen's University Libraries, Kingston"] at 00:42 03 January 2015 teacher alternated in presenting the activity to the students and supporting student performance once directions were given.…”

A Secondary Guy: Physically Disabled Teenagers in Secondary Schools

“…Although the goals of therapists providing services to schools must be linked to educational goals (Fairbairn & Davidson, 1993), environmental factors should be addressed in the therapy process (Canadian Association of Occupational Therapists. 199 1 : Law et al, 1996).…”