Empowering ESSA's value in schools

Leveraging Competencies of Fieldwork and Capstone Students

Since the enactment of the Education for All Handicapped Children Act (Pub. L. 94-142) in 1975, occupational therapy practitioners (OTPs) have provided intervention for students with disabilities in educational settings. In its 2004 reauthorization, the Individuals With Disabilities Education Improvement Act (IDEA; Pub. L. 108-446), language pertaining to prevention through early intervention services (EIS) was incorporated, and support for all students, not only those receiving special education services, was included. Guidance from the U.S. Department of Education (2007) further clarified that “nothing in [IDEA] prevents states and local educational agencies [LEAs] from including related services personnel” in EIS (p. 11). A national survey published in 2014 indicated that nearly 50% of OTPs in school practice were involved with problem-solving teams, providing coaching and consultation, and identifying students in need of EIS (Cahill et al., 2014). These and other problem-solving models have evolved into a multitiered system of supports (MTSS).