AccessED: a service delivery model for occupational therapy in independent schools

• Main Author: Hartt, Kayla
• Other Authors: McKinnon, Sarah
• Language: en_US
• Published: 2019
• Subjects: Occupational therapy; Implementation; Needs assessment; Private school
• Online Access: https://hdl.handle.net/2144/38123

Education in the United States is transforming to accommodate children in general education with a diverse range of needs and learning profiles. Occupational therapists are equipped to provide these students with the skills, strategies, and tools to fully participate in their education. Independent schools have a unique ability to provide differentiation, but often do not have an occupational therapist on staff. Without differentiation, students may not be able to perform to their full potential. Factors contributing to this include inadequate preservice training for teachers, a lack of knowledge of the role and scope of occupational therapy, and the absence of a federal mandate to accommodate students with varying learning profiles. AccessED is a service delivery program that was created to address this gap. Teacher education, a multi-tiered system of support, and collaborative consultation with an occupational therapist are incorporated into the program. The instructional content is based on the identified needs of the school. Structured teacher education sessions utilize case studies, skill-building, group problem solving, and reflection. The intended functional outcome for AccessED is implementation of differentiation in the classroom for increased student outcomes.