Date of Award

2005

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Gordan E. Watts

Abstract

Occupational therapy educators can play an important role in serving students with disabilities in higher education by collaborating with other campus resources and the student to assist the student in achieving their educational goals. This study examined the extent of occupational therapy educators' involvement and their beliefs in regard to participating in activities with college students; the existence of institutional and professional rewards/incentives and barriers for participating in activities with college students with disabilities; and the difference in involvement and beliefs of occupational therapy educators with students with disabilities in relation to specific institutional and individual factors. A Web-based questionnaire was sent to a stratified random sample of 466 occupational therapy educators from 89 institutions throughout the United States with a 45 percent response rate. The findings of the study indicated minimal involvement of occupational therapy educators with college students with disabilities. Significant differences were not seen among the institutional factors of control, institutional classification, most rewarded faculty role, age, or teaching experience. However, significant differences were seen between practice expertise, academic rank, and highest occupational therapy degree offered. The majority of the respondents reported that incentives/rewards and barriers did not exist to their involvement with college students with disabilities. The existence of incentives/rewards and/or barriers did not appear to significantly influence the extent of their involvement or beliefs towards their involvement with college students with disabilities.

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