Date Presented 3/31/2017
Occupational therapists (OTs) are restricted in obtaining school leadership roles largely due to state credentialing. The occupational therapy profession’s competing historical forces are balanced with a strong knowledge base in human development, service contexts, and leadership. OTs need to advocate for development into school leadership roles.
Primary Author and Speaker: Joan Sauvigne-Kirsch
BACKGROUND AND PURPOSE: Since 1973, with the passage of the Education for All Handicapped Children Act (Public Law 94–142), occupational therapy has realized a dynamic and expanding role in school settings. Despite this expansion, occupational therapists (OTs) have been restricted in bridging to formal special education leadership roles in schools. Many state departments of education (SDEs) do not provide the same credentialing granted to other health professionals (e.g., speech–language pathologists, social workers, psychologists). This exclusion from SDE credentialing seems to have restricted OTs from moving through administrative training and applying for formal special education leadership positions. The problem is that formal special education leadership positions have generally not been available to OTs, and the occupational therapy profession has not pursued the field of education as an area for increased focus and professional opportunity. With nearly one-fifth of OTs working in schools (American Occupational Therapy Association [AOTA], 2015), it is essential that the profession explore its impact on special education, specifically in the potential to become formal special education leaders.
The purpose of this research study is to identify the appropriateness of the profession of occupational therapy for development as formal special education leaders. This qualitative research sought to answer the following research questions: What perceived barriers or facilitators exist for OTs to become special education leaders? What leadership qualities do OTs possess or could they develop to support them to be effective special education leaders?
DESIGN AND METHOD: This research applied an advocacy and participatory philosophical base along with an overlay of professionalization and reflective practice models. A northeastern state was used as a case study. Historical research data were gathered through the AOTA national and state archives, SDE archives, and interviews with five OTs in school leadership positions (e.g., supervision of therapy departments). Thematic analysis of the data gathered identified and recorded patterns that surfaced.
RESULTS: The data synthesis resulted in a narrative that identified barriers, including a complex history of the occupational therapy profession’s competing concerns, including basic licensure, role delineation, and medical reimbursement. In addition, state-level barriers were identified including legislation, budgeting, and limited numbers of OTs involved in state advocacy groups. Facilitators included occupational therapy’s knowledge base in human growth and development, contexts of service delivery, and leadership and management. Leadership qualities that surfaced consisted of participants’ application and provision of management systems within their roles. At the same time, participants voiced concerns that they were not able to bridge or step into formal special education leadership roles beyond their current positions.
CONCLUSION: The outcomes of this research indicate that OTs would need to advocate through their state legislation to open opportunities in which they could pursue formal training and credentialing for special education leadership roles. Augmented coursework focusing on school systems, classroom management, and/or curriculum would enhance OTs’ readiness for SDE credentialing. Advancement into formal leadership roles in schools would support AOTA’s Centennial Vision that “occupational therapy is a powerful, widely recognized, science-driven, and evidence-based profession with a globally connected and diverse workforce meeting society’s occupational needs” (AOTA, 2007, p. 613). One of the strategic directions identified within the Centennial Vision is to strengthen occupational therapy’s capacity to influence and lead. Leadership positions in schools are those that yield the most influence. Only when OTs are formal special education leaders in education can our influence in schools be powerful and widely recognized.
References
American Occupational Therapy Association. (2007). AOTA’s Centennial Vision and executive summary. American Journal of Occupational Therapy, 61, 613–614. https://doi.org/10.5014/ajot.61.6.613
American Occupational Therapy Association, (2015, June 29). Salary and workforce survey. OT Practice, pp. 7–11.
Brandenburger-Shasby, S. (2005). School-based practice: Acquiring the knowledge and skills. American Journal of Occupational Therapy, 59, 88–96. https://doi.org/10.5014/ajot.59.1.88
Chandler, B. (2013). History of occupational therapy in schools. In G. F. Clark & B. E. Chandler (Eds.), Best practices for occupational therapy in schools (pp. 3–14). Bethesda MD: AOTA Press.
Education for All Handicapped Children Act of 1975, Pub. L. 94–142, renamed the Individuals With Disabilities Education Improvement Act, codified at 20 U.S.C. §§ 1400–1482
Swinth, Y., Chandler, B., Hanft, B., Jackson, L., & Shepherd, J. (2003). Personnel issues in school-based occupational therapy: Supply and demand, preparation, certification and licensure (COPSSE Document No. IB-1). Gainesville, FL: Center on Personnel Studies in Special Education.
