Developing Inclusive School Communities: An Expanded Role for School-Based Occupational Therapy

Abstract

Abstract Date Presented 3/31/2017 This qualitative study explored perceptions of students in inclusive classrooms. Results indicated that students relied on paraprofessionals rather than teachers to support learning. Conclusions point to expanded roles for occupational therapy in professional training and development of inclusive school communities. Primary Author and Speaker: Michele Artale-Morgante Contributing Authors: Francine M. Seruya