CHARTER SCHOOL TEACHERS’ PERCEPTION OF THE ROLE OF SCHOOL-BASED OCCUPATIONAL THERAPISTS

Abstract

This capstone project explores the perceptions and understanding of charter school teachers regarding the role of school-based Occupational Therapists (OTs) and the potential for collaboration to enhance student outcomes, particularly those with executive function deficits. The project employs a two-pronged approach: 1) a comprehensive survey and 2) the implementation of a program named OTworks. The survey, conducted among 22 teachers within a specific charter school network in the NYC metropolitan area, aimed to gather both quantitative (numerical) and qualitative (non-numerical) data on teachers' experiences, opinions about occupational therapy services, and their understanding of executive function (EF). The survey results revealed a general understanding of the OT role among teachers but also highlighted gaps in knowledge and underutilization of OT services for students with executive function deficits. The capstone underscores the need for increased collaboration between teachers and OTs and the potential for OTs to contribute significantly to improving student outcomes in school settings. The findings suggest that targeted training programs like OTworks can bridge the knowledge gap and foster collaboration, leading to more effective identification and support for students who could benefit from OT services.