The Differing Tiers of School-Based Occupational Therapy Support: A Pilot Study of Schools in England

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. In two schools in the South West and the South East of England, respectively. The method utilized both semi-structured observations and semi-structured 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 the UK, and internationally, could be conducted to gain a more detailed insight into this type of additional support in school settings.

KEYWORDS:

• School-based Occupational Therapists
• educational setting
• service delivery
• Special Educational Needs
• inclusive education
• Waves Model
• occupational therapy
• special school
• mainstream school