{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/16911"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/16911","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Occupational therapy in inclusive education for students with extensive support needs: A qualitative exploratory multiple case study","abstract":"Purpose: This dissertation explores the inclusive practices of school-based occupational therapy practitioners (SBOTs) who work with students with extensive support needs (ESN). Despite legal mandates and evidence of inclusive education’s academic and social benefits, students with ESN remain disproportionately placed outside general education settings. Further, authentic inclusion requires deliberate efforts to ensure access, participation, and belonging. SBOTs play a critical role in supporting students with ESN, yet little is known about how their interventions facilitate increased time and participation in general education environments. Method: This qualitative exploratory multiple case study examined the inclusive practices of six purposefully selected SBOTs through in-depth interviews, focus groups, surveys, and artifacts. Six individual case narratives were developed and member-checked using a descriptive framework to ensure accuracy. A cross-case synthesis yielded five broad themes and categories that address the study’s purpose. Findings: Five overarching themes highlighting SBOTs' beliefs about inclusion and their roles in enabling participation in general education settings were identified. Specific Occupational Therapy (OT) interventions that support general education curricular and extracurricular access and peer relationships were examined. The ways SBOTs navigated barriers hindering inclusive practices were explored. SBOTs' inclusive practices expounded several constructs of the Theory of Occupational Adaptation. They highlighted how SBOTs' interventions and skill sets supported authentic inclusion at various levels of the school context. Conclusion: The study underscores the need for a universal framework for inclusive OT practices that align with the definition of inclusive education and calls for greater recognition of the role of OT in inclusive education and Least Restrictive Environment (LRE) decision-making processes.","abstract_html":"Purpose: This dissertation explores the inclusive practices of school-based occupational therapy practitioners (SBOTs) who work with students with extensive support needs (ESN). Despite legal mandates and evidence of inclusive education’s academic and social benefits, students with ESN remain disproportionately placed outside general education settings. Further, authentic inclusion requires deliberate efforts to ensure access, participation, and belonging. SBOTs play a critical role in supporting students with ESN, yet little is known about how their interventions facilitate increased time and participation in general education environments. Method: This qualitative exploratory multiple case study examined the inclusive practices of six purposefully selected SBOTs through in-depth interviews, focus groups, surveys, and artifacts. Six individual case narratives were developed and member-checked using a descriptive framework to ensure accuracy. A cross-case synthesis yielded five broad themes and categories that address the study’s purpose. Findings: Five overarching themes highlighting SBOTs' beliefs about inclusion and their roles in enabling participation in general education settings were identified. Specific Occupational Therapy (OT) interventions that support general education curricular and extracurricular access and peer relationships were examined. The ways SBOTs navigated barriers hindering inclusive practices were explored. SBOTs' inclusive practices expounded several constructs of the Theory of Occupational Adaptation. They highlighted how SBOTs' interventions and skill sets supported authentic inclusion at various levels of the school context. Conclusion: The study underscores the need for a universal framework for inclusive OT practices that align with the definition of inclusive education and calls for greater recognition of the role of OT in inclusive education and Least Restrictive Environment (LRE) decision-making processes.","abstract_has_math":false,"creators":["Sundar, Savitha"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Occupational Therapy","degree_department":null,"school":null,"contributors":[],"advisors":["Vas, Asha"],"committee_chairs":[],"committee_members":["Evetts, Cynthia L.","Fette, Claudette","Hintz, Lou Ann","Taub, Deborah"],"year":2024,"date_issued":"2024-12","date_published":"2024-12","updated_at":"2026-07-24T05:05:17Z","subjects":["School-based occupational therapy","Inclusive education","Students with extensive support needs","Students with ESN","School-based OT","Students with complex support needs","Students with disabilities","Severe disabilities","Significant support needs"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/16911","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Vas, Asha"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Evetts, Cynthia L.","Fette, Claudette","Hintz, Lou Ann","Taub, Deborah"]},{"key":"dc:creator","label":"Author","values":["Sundar, Savitha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-02-12T14:18:23Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-12"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Occupational Therapy"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School-based occupational therapy","Inclusive education","Students with extensive support needs","Students with ESN","School-based OT","Students with complex support needs","Students with disabilities","Severe disabilities","Significant support needs"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/16911"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Purpose: This dissertation explores the inclusive practices of school-based occupational therapy practitioners (SBOTs) who work with students with extensive support needs (ESN). Despite legal mandates and evidence of inclusive education’s academic and social benefits, students with ESN remain disproportionately placed outside general education settings. Further, authentic inclusion requires deliberate efforts to ensure access, participation, and belonging. SBOTs play a critical role in supporting students with ESN, yet little is known about how their interventions facilitate increased time and participation in general education environments. Method: This qualitative exploratory multiple case study examined the inclusive practices of six purposefully selected SBOTs through in-depth interviews, focus groups, surveys, and artifacts. Six individual case narratives were developed and member-checked using a descriptive framework to ensure accuracy. A cross-case synthesis yielded five broad themes and categories that address the study’s purpose. Findings: Five overarching themes highlighting SBOTs' beliefs about inclusion and their roles in enabling participation in general education settings were identified. Specific Occupational Therapy (OT) interventions that support general education curricular and extracurricular access and peer relationships were examined. The ways SBOTs navigated barriers hindering inclusive practices were explored. SBOTs' inclusive practices expounded several constructs of the Theory of Occupational Adaptation. They highlighted how SBOTs' interventions and skill sets supported authentic inclusion at various levels of the school context. Conclusion: The study underscores the need for a universal framework for inclusive OT practices that align with the definition of inclusive education and calls for greater recognition of the role of OT in inclusive education and Least Restrictive Environment (LRE) decision-making processes."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Occupational therapy in inclusive education for students with extensive support needs: A qualitative exploratory multiple case study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Vas, Asha"],"dc:contributor.committeemember":["Evetts, Cynthia L.","Fette, Claudette","Hintz, Lou Ann","Taub, Deborah"],"dc:creator":["Sundar, Savitha"],"dc:date.accessioned":["2025-02-12T14:18:23Z"],"dc:date.issued":["2024-12"],"dc:description.abstract":["Purpose: This dissertation explores the inclusive practices of school-based occupational therapy practitioners (SBOTs) who work with students with extensive support needs (ESN). Despite legal mandates and evidence of inclusive education’s academic and social benefits, students with ESN remain disproportionately placed outside general education settings. Further, authentic inclusion requires deliberate efforts to ensure access, participation, and belonging. SBOTs play a critical role in supporting students with ESN, yet little is known about how their interventions facilitate increased time and participation in general education environments. Method: This qualitative exploratory multiple case study examined the inclusive practices of six purposefully selected SBOTs through in-depth interviews, focus groups, surveys, and artifacts. Six individual case narratives were developed and member-checked using a descriptive framework to ensure accuracy. A cross-case synthesis yielded five broad themes and categories that address the study’s purpose. Findings: Five overarching themes highlighting SBOTs' beliefs about inclusion and their roles in enabling participation in general education settings were identified. Specific Occupational Therapy (OT) interventions that support general education curricular and extracurricular access and peer relationships were examined. The ways SBOTs navigated barriers hindering inclusive practices were explored. SBOTs' inclusive practices expounded several constructs of the Theory of Occupational Adaptation. They highlighted how SBOTs' interventions and skill sets supported authentic inclusion at various levels of the school context. Conclusion: The study underscores the need for a universal framework for inclusive OT practices that align with the definition of inclusive education and calls for greater recognition of the role of OT in inclusive education and Least Restrictive Environment (LRE) decision-making processes."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/11274/16911"],"dc:language.iso":["English"],"dc:subject":["School-based occupational therapy","Inclusive education","Students with extensive support needs","Students with ESN","School-based OT","Students with complex support needs","Students with disabilities","Severe disabilities","Significant support needs"],"dc:title":["Occupational therapy in inclusive education for students with extensive support needs: A qualitative exploratory multiple case study"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Occupational Therapy"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:17Z"}