Exploring ableism and occupational therapy: perspectives of occupational therapy educators working within higher education

Abstract

Aim:

This study examined the viewpoints of occupational therapy educators in higher education regarding ableism and its impact on occupational therapy practice. It forms part of a wider study which also explored occupational therapy student perspectives, published separately.

Method:

An online survey involved the administration of Likert-scales and open-ended survey questions, enabling a comprehensive examination of occupational therapy educators’ perspectives on ableism in occupational therapy.

Findings:

The sample comprised 32 teaching staff actively engaged in occupational therapy degree-level education. Most participants (72%) perceived occupational therapy as inherently ableist. Content analysis showed variations in how respondents understood the term ‘ableism’, and this appeared to be a compounding factor in respondents’ views as to whether the profession is ableist. Most (89%) respondents agreed that the profession focuses on independence, affirming past critiques. Themes, including cultural sensitivity, challenges with engaging in disability studies, and power dynamics within occupational therapy education, emerged.

Conclusion/Impact:

This study provides insight into educators’ opinions of occupational therapy practices and their promotion of ableism. Future qualitative research should aim to unravel additional understanding of ableism within occupational therapy, including its origins, so future systemic changes required to address the harm of ableism can begin to be addressed.