Abstract

AimsIdentify occupational therapy service models in Chilean schools and explore the factors that influence these models, and how they align with inclusive practices.MethodsThis was a mixed-methods study that included a cross-sectional survey that obtained 241 valid responses from Chilean OTs working in schools, which were analyzed using descriptive statistics. Eighteen of these participants subsequently participated in four online focus groups, discussions that were analyzed using a thematic approach.ResultsParticipants provided more frequent direct pull-out services (68.3%) with weekly 45 min sessions, conducted mainly in an OT room or mainstream classroom. Five factors were perceived to influence services: institutional constraints, the educational community's perspectives on OTs, characteristics of students, a persistent structural demand for a deficit-based approach, and the impact of the COVID-19 pandemic.ConclusionsThe service model of OTs in Chilean schools was characterized by difficulty aligning with inclusive practices. This reveals a praxis with a markedly medical focus, making it difficult to distinguish it from clinical practice, an essential aspect for the development of OT services in schools.