Room for Change? Experiences of Occupational Therapy Practitioners With Disabilities

PURPOSE: The occupational therapy profession affirms the right of people with disabilities to equitably access and fully participate in society (American Occupational Therapy Association, 2014). However, a small body of research suggests that occupational therapy practitioners with disabilities (OTPWDs) encounter barriers to employment, lack of workplace supports, and attitudinal barriers that affect their participation in the workforce (Chacala et al., 2014; Sivanesan, 2003). However, more research is needed if the profession is to more thoroughly understand the experiences of and support access and participation in the workforce for OTPWDs.The purpose of this study was to better understand the lived experiences of OTPWDs in the profession. Primary research questions were as follows: What are the experiences, both positive and negative, of OTPWDs? How do OTPWDs describe the culture within the profession as it relates to supporting and accommodating practitioners with disabilities? Exploring these questions would support equitable access and full participation for practitioners with disabilities, thereby moving occupational therapy closer to its philosophies of nondiscrimination and inclusion for all people with disabilities

METHOD: This qualitative, participatory action research study investigated the perceptions and experiences of 10 female occupational therapy practitioners (occupational therapists and occupational therapy assistants) with a wide range of disabilities. Participants ranged in age from 24 to 41 years and had been practicing for 6 months to 19 years. Participants were recruited via purposeful and snowball sampling and flyers posted on social media and the internet (Facebook, OTConnections).

Each participant completed one 45- to 60-minute telephone or Internet interview. Interviews were audio recorded and transcribed verbatim and were content analyzed using a constant comparative method (Glaser & Strauss, 1967) until patterns and themes emerged. Participant member checking was used to ensure that the research team interpreted findings accurately. Additionally, one purposefully sampled participant served as a key informant and co-researcher because of her in-depth knowledge, experiences, and expertise on the topic. She participated in the literature review process and development of the interview guide, completed an interview with the research team, and helped analyze, interpret, and disseminate the results. The participatory nature of this research helped ensure credibility of findings and support participants’ access to and participation in the research process.

RESULTS: Participants’ experiences and perceptions varied but are captured within five major themes: (1) feelings and perceptions about disability, (2) supports for OTPWDs, (3) experiences with disclosure, (4) culture of the occupational therapy profession, and (5) concrete action steps to improve the profession’s inclusion of practitioners with disabilities. Overall, participants felt that the occupational therapy profession is well suited for inclusion of practitioners with disabilities but that there is much room for improvement.

CONCLUSION: This research contributes to the literature and knowledge base by highlighting the firsthand experiences of practitioners with disabilities in the occupational therapy workforce. Occupational therapy practitioners with disabilities have unique strengths and lived experiences that can benefit clients and the profession. This work can influence the profession by providing an understanding of where the profession currently lies in terms of equitable access and full participation for occupational therapy practitioners with disabilities. This work also aids the profession by providing recommendations for how to better align the profession with its philosophies of nondiscrimination and inclusion. Finally, this research contributes to laying the groundwork for occupational therapy practitioners with disabilities to more fully contribute to advancing the profession.

References

American Occupational Therapy Association. (2014). Occupational therapy’s commitment to nondiscrimination and inclusion. American Journal of Occupational Therapy, 68, S23–S24. https://doi.org/10.5014/ajot.2014.686S05

Chacala, A., McCormack, C., Collins, B., & Beagan, B. L. (2014). “My view that disability is okay sometimes clashes”: Experiences of two disabled occupational therapists. Scandinavian Journal of Occupational Therapy, 21, 107–115. https://doi.org/10.3109/11038128.2013.861016

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.

Sivanesan, N. (2003). The journey of a visually impaired student becoming an occupational therapist. British Journal of Occupational Therapy, 66, 568–570. https://doi.org/10.1177/030802260306601205