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.