Arriaza, Elina and Perkoski, Danielle and Tanaka, Michelle and Tran, Ngan "Noelle" (2020) The perspectives of educators on school-based occupational therapy. Masters thesis, Stanbridge University.
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Abstract
Occupational therapists (OTs) play an important role in school settings by supporting both students and teachers, yet research shows that preservice and inservice teachers lack understanding on the role of school-based OTs. Due to a lack of current research, this study aimed to investigate both inservice and preservice perceptions of school-based occupational therapy and differences in preparation for collaboration between preservice and inservice teachers. Nine classroom teachers participated in focus groups and 18 preservice teachers were surveyed to investigate how education, professional development, and experience dictates the amount of knowledge that teachers have on the OT’s role in schools and their level of preparedness for interprofessional collaboration. The results indicated that both inservice and preservice teachers had limited knowledge on the scope of practice for school-based OT and experienced several barriers (i.e., lack of time, limited opportunities for face-to-face encounters, large class sizes, large caseloads, multiple responsibilities) that prevented them from successful collaboration with OTs. Special education teachers knew more about school-based OTs due to their experience working with OTs in the classroom; however, these teachers had received little training on the OT’s role in a school. Despite these barriers, both preservice and inservice teachers expressed that transparent, flexible communication with OTs and training on the OT’s role in schools would be beneficial in improving interprofessional collaboration between the two disciplines.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | R Medicine > RC Internal medicine |
| Depositing User: | Institutional Administrator |
| Date Deposited: | 18 Jan 2022 23:48 |
| Last Modified: | 02 May 2024 21:42 |
| URI: | http://repository.stanbridge.edu/id/eprint/60 |
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