The Use of Computers in School System Practice by Occupational Therapists

Abstract

Computer technology applications for children and adults with disabilities have received much national attention, especially with new federal laws calling for the use of assistive technology devices and services to maximize independence in education, work, and independent living. Occupational therapists practicing in the public school system are frequently charged with identifying and implementing assistive technology solutions for children with disabilities. In this study we investigated the use of computer applications by occupational therapists in school system practice through a mail survey. Ninety occupational therapists working in the public schools in Washington state were selected by stratified random sampling for the study, with 78 completing the survey (86.7% response rate). The results showed that a representative sample of occupational therapists working in the public schools in Washington State used computer technologies with less than 25% of their caseload for assessment and intervention services. This modality is used most often as an alternative communication tool or for recreation or reward purposes with children 5-10 years old, who have multiple handicaps or orthopedic impairments. Although many therapists perceived the use of computer technology to hold advantages for children in school, this was viewed as adding to the already prohibitive workloads. Issues of time, information, and support were seen as barriers to computer use by school therapists.