Special education teachers' perceptions of occupational therapy and the effect it has on their instructional methodology in Chicago public elementary schools (Illinois)

The primary objective of this study was to investigate the following research question: Can special education teachers' understanding of the utilization of occupational therapy be enhanced through in-service training? Specifically, can in-service training lead to changes in special education teachers' instructional methodology as it relates to the goals of occupational therapy? A comprehensive review of the literature focused this study on ascertaining the level of understanding that special education teachers currently have of occupational therapy in the Chicago Public Schools system. In an effort to better understand teachers' perceptions of occupational therapy services in Chicago Public Schools information was gathered four ways. First, a pen and paper survey of the teachers' basic knowledge of occupational therapy was used; second, a pre and post tests designed to evaluate specific occupational therapy knowledge domains before and after in-service training; third, an implementation log to track interaction with students receiving occupational therapy services and teacher intervention; and fourth, a focus group interview was conducted to provide feedback of participants' overall experience in the study. According to the results, this researcher was successful in the following areas: describing special education teachers' current state of mind in regards to occupational therapy in the public school setting; describing the need for more knowledge in the area of occupational therapy services; and describing that the intervention of in-service training was effective per the results of the pre and post tests and the implementation log which indicated changes in instructional methodology. There is statistical data that supports the researchers alternative hypotheses.