Poster Session
Issue Date: July 2017
Published Online: July 01, 2017
Updated: April 30, 2020
Developing Inclusive School Communities: An Expanded Role for School-Based Occupational Therapy
Michele Artale-Morgante, OTD, OTR/L; Francine M. Seruya, PhD, OTR
Author Affiliations
  • Oakland Public Schools
Article Information
Education of OTs and OTAs / Rehabilitation, Participation, and Disability / School-Based Practice / Prevention and Intervention
Poster Session   |   July 01, 2017
Developing Inclusive School Communities: An Expanded Role for School-Based Occupational Therapy
American Journal of Occupational Therapy, July 2017, Vol. 71, 7111515230. https://doi.org/10.5014/ajot.2017.71S1-PO3091
American Journal of Occupational Therapy, July 2017, Vol. 71, 7111515230. https://doi.org/10.5014/ajot.2017.71S1-PO3091
Abstract

Date Presented 3/31/2017

This qualitative study explored perceptions of students in inclusive classrooms. Results indicated that students relied on paraprofessionals rather than teachers to support learning. Conclusions point to expanded roles for occupational therapy in professional training and development of inclusive school communities.

Primary Author and Speaker: Michele Artale-Morgante

Contributing Authors: Francine M. Seruya