Learning Outcome 1:
Advocate for OT role in Transition Programming and Leadership Working with Individuals with IDD
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Learning Activities:
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Investigate Funding Sources: Research funding opportunities for OT at STL Arc and in community transition programming​​​​
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Attended funding overview meetings at the St. Louis Arc​
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Reviewed St. Louis Arc funding resources to understand how funding is dispersed for programs
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Discussed traditional opportunities for OT funding for community agencies with OTs involved in community practice
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Consolidated information to inform OT funding opportunities
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​Pitch for Occupational Therapy Position: Develop pitch/presentation to St. Louis Arc highlighting the benefit of an OT consultative role within the agency
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Familiarized myself with St. Louis Arc's strategic plan for the upcoming year​
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Completed field notes during NextEd program sessions to consider OT role and overlap with programming
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Completed OT interviews to inform OT role in transition
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Performed a PEO analysis of my three clients - the community agency and program, the staff, and the participants
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Prepared pitch presentation on the benefit of OT consultation at the St.Louis Arc based on information gathered above
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Article on OTs in Formal Administrative Leadership Positions in U.S. Public Schools: Write and submit a journal article for publication on the topic of OTs in formal administrative school leadership positions in public school systems.
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Attended AOTA State Leaders board meetings on the topic to gain insight on the need for dissemination of resources and receive guidance on my contributions
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Received one on one feedback from a state leader to inform the language and content of the article
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Researched and solidified publication venue
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Finalized article for submission
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WFOT Poster Presentation Preparation on St. Louis Arc Programming: Complete virtual and in-person posters for the World Federation of OT conference.
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​Collaborated with co-presenters to finalize content for ePoster and in-person poster
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Formatted and designed presentation posters to conference standards
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Submitted ePoster and printed in-person poster
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Interviews with OTs and Other Leaders: Interview occupational therapists and leaders within transition programming involved in existing post-secondary transition programming nation-wide
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​Interviewed transition leaders within the Arc to better understand roles and responsibilities
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Interviewed occupational therapists with positions in transition programming
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Consolidated and analyzed information to inform pitch presentation
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Learning Outcome 1 Deliverables
Article Submission on OTs in Formal Administrative Leadership Positions in U.S. Public Schools
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Abstract: In 45 of 50 states, occupational therapists are not eligible to pursue formal administrative positions in the public school systems (e.g., director of transition services, special education director) based on state-level legislation and credentialing. Most state boards of education, however, recognize other related service providers (e.g., speech-language pathologists, social workers) as credentialed educators. Educational credentials are required in most states in order to pursue further administrative credentials and, thus, administrative positions. Occupational therapists and other stakeholders lack awareness of this issue. This article summarizes the issue, identifies occupational therapy’s qualifications for eligibility to pursue these positions, and asserts that changes should be made at the state levels so that occupational therapists can be recognized as equals to their related service provider peers and utilize their unique skill set to impact public school communities as administrators.
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