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Supporting Education A Description of Occupational Therapy in Australian Education Kobie Boshoff, Susan Gilbert-Hunt, Georgia Pozorski and Matthew Macbeth, Occupational Therapy Program, Allied Health and Human Performance, University of South Australia, Adelaide, SA
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rowing evidence shows the need for occupational therapy in government-funded primary schools and preschools across Australia. Paediatric occupational therapists are aware of the need to provide services in integrated, functional community settings—such as schools—to enable participation in natural environments. Inconsistencies surrounding the role of occupational therapy in education are evident across the different states and territories, anecdotally and through documents such as state school policies and an international mapping review conducted in 2019 (Boshoff, Bowen-Salter and Gilbert-Hunt). Through collaboration with key stakeholders, and gathering information from occupational therapists across the country, we anticipated access to a resource that would help to build connections and enhance service provision in educational communities. As part of a student project, we gathered information from representatives of each state and territory, utilised existing documentation, and worked with a steering group to consolidate the information and develop a summary report. Information was gathered about the employment and funding of occupational therapists in schools, the service delivery models used, strengths of certain models, and the challenges faced.
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The information highlights the significant variation in occupational therapy presence, employment, contracting arrangements, and service delivery across Australia Project Outcomes As a primary outcome of this project, we provided a description of the occupational therapy role in Australian governmentfunded preschools and primary schools in a free report A Profile of Occupational Therapy in Australian Education (2020), available from the authors. The information highlights the significant variation in occupational therapy presence, employment, contracting arrangements, and service delivery across Australia–painting a fragmented and uneven picture. Externally employed and funded therapists are more commonly seen in educational settings across the states, with some states and territories also employing occupational therapists through the state education department or directorate. Funding for services also varies significantly. Perceived key strengths and challenges were identified. Challenges include the thin spread of occupational therapists, and collaboration between departmental and external occupational therapists. It is evident that most states and territories lack easily accessible documentation
of the occupational therapy presence, employment, and service delivery models.
Recommendations Recommendations for the profession include: • For advocacy and further development of the occupational therapy role, produce resources like pamphlets and posters for the occupational therapy community • Develop clear boundaries and a defined role for departmental and externally employed occupational therapists in schools • Increase knowledge and awareness of what occupational therapists offer in education • Develop service delivery of consultative, holistic training models, education, and upskilling of staff; use multidisciplinary therapy team models within education departments; and strengthen collaboration with teachers, externally employed therapists, and education communities • Maintain and strengthen connections within occupational therapy and education communities
