Abstract
The unique body of knowledge required of school occupational therapy practitioners is dynamic and changes rapidly with local, state, and federal regulatory changes; the promulgation of scientific evidence; and the development of best practices. Yet, school practitioners often enter the practice specialty without a uniform method of preparation and competency maintenance and with limited understanding of the context, roles, and scope of practice. Drawing from a multidisciplinary literature addressing competency assessment and maintenance, the professional development needs of occupational therapy practitioners in school practice are explored. A collaborative professional development approach to meet the specific needs of school occupational therapy practitioners is discussed.
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