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ERIC Number: EJ1441893
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-1243
EISSN: EISSN-1941-1251
School Administrators' Perceptions of Occupational Therapy's Role in General Education Initiatives
Kelly E. Yagud; Karen E. Majeski
Journal of Occupational Therapy, Schools & Early Intervention, v17 n3 p535-549 2024
The Every Student Succeeds Act of 2015 has outlined an expanded role for school-based occupational therapy practitioners (OTPs) as specialized instructional support personnel in general education. However, OTPs have continued to be viewed as related service professionals under special education due to barriers of high caseloads and decreased administrative support. This study sought to understand school administrators' perceptions of occupational therapy's role in general education initiatives. A qualitative sample of ten Connecticut school administrators was utilized to answer the research question. Data was acquired through individual semi-structured interviews. Data analysis indicated three key themes which include school administrators highly regard OTPs, believe occupational therapy's role should be expanded in general education, and are open to occupational therapy's full scope of practice in the educational setting. However, administrators noted time and budget barriers hindered OTPs' role expansion to support general education initiatives.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Laws, Policies, & Programs: Every Student Succeeds Act 2015
Grant or Contract Numbers: N/A