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Journal of Occupational Therapy, Schools, & Early Intervention Volume 16, 2023 - Issue 3
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Research Article

The Value of Collaboration with Occupational Therapists in School Settings: Elementary Teacher Perspectives

Jennifer EdickDepartment of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond, Kentucky, USACorrespondence[email protected]
View further author information
, OTD, OTR/L,
Shirley O’BrienDepartment of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond, Kentucky, USAView further author information
, PhD, OTR/L, FAOTA &
Leslie HardmanDepartment of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond, Kentucky, USAView further author information
, OTD, OTR/L
Pages 313-329 | Received 22 Nov 2021, Accepted 14 Mar 2022, Published online: 17 Mar 2022

References

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  • American Occupational Therapy Association. (2016). Occupational therapy in school settings. https://www.aota.org/About-Occupational-Therapy/Professionals/CY/CY/school-settings.aspx
  • American Occupational Therapy Association. (2020a). Occupational therapy practice framework, 4th ed. American Journal of Occupational Therapy, 74(Suppl. 2), 1–87.
  • American Occupational Therapy Association. (2020b). School-based practice. https://www.aota.org/Practice/Children-Youth/School-based.aspx
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  • Casillas, D. (2010). Teachers’ perceptions of school-based occupational therapy consultation: Part II. Early Intervention & School Special Interest Section Quarterly, 17(2), 1–4.
  • Edick, J. L. (2020). In OTS 902: OTD leadership seminar II, Needs assessment proposal [Unpublished assignment]. Eastern Kentucky University
  • Every Student Succeeds Act of 2015. (2015). Pub. L. 114-195, 129 Stat. 1802
  • Green, B. N., & Johnson, C. D. (2015). Interprofessional collaboration in research, education and clinical practice: Working together for a better future. The Journal of Chiropractic Education, 29(1), 1–10. doi:10.7899/JCE-14-36
  • Individuals with Disabilities Education Act (2020). About IDEA. https://sites.ed.gov/idea/about-idea/
  • Individuals with Disabilities Education Improvement Act of 2004. (2004). Pub. L. 108–446, 20 U.S.C. § 1400–1482.
  • Peabody, M. A., & Demanchick, S. P. (2016). Interprofessional opportunities: Understanding roles in collaborative practice. International Journal of Play Therapy, 25(2), 102–111. doi:10.1037/pla0000013
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  • Shasby, S., & Schneck, C. (2011). Commentary on collaboration in school-based practice: Positives and pitfalls. Journal of Occupational Therapy, Schools, and Early Intervention, 4(1), 22–33. doi:10.1080/19411243.2011.573243
  • Truong, V., & Hodgetts, S. (2017). An exploration of teacher perceptions toward occupational Therapy and occupational therapy practices: A scoping review. Journal of Occupational Therapy, Schools, and Early Intervention, 10(2), 121–136. doi:10.1080/19411243.2017.1304840
  • Tyszka, A. C., & DiLuzio, L. (2015). Collaborative groups: Application of a framework for interprofessional collaboration in a high school setting. Perspectives on School-Based Issues, (16), 131–139. doi:10.1044/sbi16.4.131
  • U.S. Department of Education. (2020). About IDEA. U.S. Department of Education. https://sites.ed.gov/idea/about-idea/#IDEA-Purpose
  • Wintle, J., Krupa, T., Cramm, H., & DeLuca, C. (2017). A scoping review of the tensions in OT–teacher collaborations. Journal of Occupational Therapy, Schools, & Early Intervention, 10(4), 327–345. doi:10.1080/19411243.2017.1359134

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