Advocacy for Access: OT\u27s Role in School-based Assistive Technology

Abstract

This mixed-methods exploratory research study analyzes the experiences of school-based occupational therapy practitioners (OTPs) in the implementation of assistive technology (AT). The research examines their perceptions regarding their role and the responsibilities that come with it. This study is grounded in the Model of Human Occupation (MOHO) and seeks to understand the skill level and knowledge of practitioners, motivators to advocacy efforts, and the overall systemic environment, such as supports and barriers, that impact OTP\u27s ability to acquire and implement assistive technology solutions. A mixed-method research survey was completed by 25 participants, with 3 participants also completing a 1-hour, optional semi-structured interview. Quantitative and qualitative data were analyzed utilizing Microsoft and Dedoose systems to gather descriptive statistics and analyze trends, along with thematic analysis using methods by Braun and Clarke. Findings suggest that OTPs have an important role in AT that is collaborative and grounded in advocacy. However, their ability to deliver AT-related interventions is affected by systemic barriers, including funding constraints, time constraints, high workloads, and challenging acquisition systems. Results also support the use of practical creations and low-cost alternatives to mitigate barriers and support the consistent delivery of solutions, especially in under-resourced communities.https://soar.usa.edu/otdcapstonesspring2026/1061/thumbnail.jp