Occupational therapists work in school-based settings in a variety of roles and capacities. The American Occupational Therapy Association (AOTA), state legislation, federal legislation, Occupational Therapy Code of Ethics, Vision 2025, and Occupational Therpay Practice Framework: Domain and Process guide occupational therapy practice. Traditional practice dictates direct one-on-one services outsdie of the general education environment. Emerging service strategies promote collaborative partnerships within the classroom and across all school environments to best serve students. These services may include indirect or consultative services. An essential part of any service delivery model is collaboration. Occupational therapy practitioner and teacher collaboration in the school-based setting is a vital component of a successful team that provides the best benefits and outcomes for students. School teams do not implement collaboration to its full capacity, even though it is generally understood. Failure in partnership leads to less than optimal services. There are many different means to accomplish collaboration. Evolving service delivery models and program options support collaborative practice and behaviors to build collaborative environments. Identifying strategies and methods to promote collaborative practice is critical to fulfilling professional responsibilities. This paper is a capstone program proposal designed for school district stakeholders, including school-based occupational therapists, teachers, and administrative staff, to addess and educate on the topic of collaborative practice in the school-based setting.
