An innovative training and mentorship program that brings together future occupational therapists, physical therapists and speech language pathologists can better prepare them for careers in school-based practice – and transform educational experiences for students with disabilities.

Supported by a $1.1 million grant from the U.S. Department of Education’s Office of Special Education Programs, the Interdisciplinary Training for Inclusive Practices (ITIP) research project was led by Carole K. Ivey, Ph.D., OTR/L, FAOTA, chair of VCU’s Department of Occupational Therapy. The program was designed to build participants’ practice, collaboration and leadership competencies for working directly in schools.

School-based OT is the second-largest area of practice, yet it has received limited attention in traditional training. Additionally, interdisciplinary collaboration among OT, PT and SLP professionals is rarely integrated into preparation programs, resulting in therapists that might not know how to fully support students in their classrooms.

“This grant allowed us to bridge that gap, equipping students with both foundational knowledge and hands-on experience specific to educational settings,” said Ivey, who brings personal insight after her early career as a school-based therapist. “We need to be able to go into classrooms, see what students are doing and how teachers might be struggling with lessons, and then figure out the right supports for that. The same thing applies for PT and speech services in the schools.”

In 2018, the ITIP program enrolled its first of four cohorts, which included 13 OT and six PT students from VCU, 20 speech and language pathology students from Longwood University, and one PT student from Old Dominion University. Participants, referred to as scholars, followed a structured curriculum:

• Year 1: Coursework and online learning modules focused on interdisciplinary and coordinated services.
• Year 2: Integrated field experiences as students completed their clinical rotations
• Year 3: Scholars, now in practice, worked with VCU faculty mentors to develop leadership plans for fostering collaboration in their schools. 

Each year, scholars engaged in service learning with community partners and attended a lecture series.

Working better by working together

Interdisciplinary teamwork was at the program’s core, with cohorts collaborating on case studies and clinical and community practice to build real-world skills. Scholars also learned to partner with classroom teachers to identify student needs and implement tailored strategies effectively. 

“This program changed my entire frame of reference,” said Laura Anderson, DOT, OTR/L, who graduated in 2021. “It showed me the importance of collaboration. I don’t operate in a silo, and I learned how critical it is to build relationships with teachers, speech therapists, PTs and special education staff to ensure the best outcomes for students. I can’t imagine being as effective in my role without the experience I had in this cohort. It set me up for success from day one.”

Now working in Wake County Schools, Anderson is helping to implement an embedded services model, where therapists work directly within classrooms rather than pulling students out for separate sessions.

“I’m in the classroom with my students, showing their teachers strategies in real time,” she said. “If a teacher tells me a student is struggling to reach their desk, I can walk in and problem-solve on the spot. If a student needs help holding a pencil, I can show their teacher an adaptation that they can implement. We aren’t working in isolation with students during individual therapy sessions.”

This approach also benefits all students, not just those receiving therapy. “For example, many kindergartners would benefit from smaller pencils to support their grip,” Anderson said. “When I’m embedded in the classroom, I can offer strategies that help everyone.”

Preparing for the realities of school-based practice

School-based therapy is unique, governed by a complex set of educational and accessibility laws. ITIP scholars learned the intricacies of delivering therapy within this environment, including how to support students in their least restrictive environments and work effectively as part of an interdisciplinary team.

This foundation proved invaluable, particularly when the COVID-19 pandemic forced schools to transition to virtual learning. Scholars applied their interdisciplinary skills in new ways: collaborating via Zoom and supporting teachers leading lessons from home.

“These interdisciplinary skills that our scholars learned through this grant really matched that environment,” Ivey said. “And then, as they transitioned back into actual school buildings, they already had the collaboration skills to adapt.”

From training to impact

With a growing number of students requiring special education services, the demand for highly trained school-based therapists continues to rise. The VCU OT program has incorporated aspects of this approach into its curriculum, ensuring future students benefit from ITIP’s insights and methods.

The program’s effectiveness is evident in the feedback from schools and districts. Supervisors have actively requested more graduates trained in this model, recognizing the advanced skills and collaborative mindset they bring to the field.

Anderson’s success story highlights the program’s impact. Just three years into her career, she received awards from her school and her district for her contributions – an uncommon recognition for occupational therapists, who often work behind the scenes.

“That was a huge moment,” Ivey said. “It showed that our graduates aren’t just stepping into jobs; they are truly making a difference.”