Roles for school-based occupational therapists: past, present, future.

T he occupational therapy specialcy area of school practice was relatively unknown before 1975 when the Education ofAll Handicapped Children Act (Public Law 94-142) was enacted. School practice consisted of a few therapists working primarily in special schools for children with orthopedic impairments, mental retardation, and blindness or deafness. These facilities were usuaJly residential institutions organized on a medical model of services that focused on curing and training the residents. The educational services in these facilities were often inferior to those offered in public schools. The Education for All Handicapped Children Act provided fu nds to assist state and local educational agencies in educating students with disabilities, resulting in increased employment opportunities for occupational therapists in school systems. Now, 20 years later, approximately 18.7% of occupational therapists provide services in school settings either as salaried employees or through contractual arrangements (American Occupational Therapy Association [AOTAJ, 1995). The passage of the Education for All Handicapped Children Act produced a diverse public school population that resulted in new conceptualizations and practices for special educators and school-based occupational therapists. As well, both professional groups faced new roles, responsibilities, and colleagues. This legislation was amended in 1990 by the Individuals With Disabilities Education Act (IDEA, Public Law 101-476). The first occupational therapists working in school systems brought with them the practice approaches they had used in hospitals and rehabilitation facilities. These were usual1y individual, oneJane Davis Rourk