The differing tiers of school-based Occupational Therapy support: A Pilot study of schools in England
Salazar Rivera, J; Boyle, C
Date: 28 February 2020
Article
Journal
Journal of Occupational Therapy, Schools and Early Intervention
Publisher
Taylor & Francis (Routledge)
Publisher DOI
Abstract
This research considered how school-based Occupational Therapists have delivered support
for students with Special Educational Needs in two educational settings in England. The study
focused on examining both working practices and any influencing factors. The study focused on
Occupational Therapy working practices in two schools in ...
This research considered how school-based Occupational Therapists have delivered support
for students with Special Educational Needs in two educational settings in England. The study
focused on examining both working practices and any influencing factors. The study focused on
Occupational Therapy working practices in two schools in the South West and the South East of
England, respectively. The method utilized both semi-structured observations and interviews. The
data were analyzed using a thematic approach and the findings identified that Occupational
Therapists were delivering their support mostly in targeted and specialist tiers, but also that some
universal activities were involved. However, the engagement with universal support was only
observed in a limited manner in one school. Factors such as the type of service that each respective
Local Authority offers to the school as well as, school management, relationships, and agency
dominance all played a fundamental and influencing role. Further research in a wider range of
localities in both the UK and internationally could be conducted to gain a more detailed insight
into this type of additional occupational therapy support in school settings.
School of Education
Faculty of Humanities, Arts and Social Sciences
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