Abstract
ABSTRACT Nature-based settings are unique in that they enhance occupational performance and well-being. Subsequently, the use of nature has recently been adopted by schools as a supplemental environment to support student performance and educational outcomes. While previous studies have investigated the effects of nature on general education students and educator impressions, little research exists regarding the perceptions of school-based occupational therapists (OTs) who use outdoor environments and their impact on special education students. This qualitative pilot study will examine the perceptions of school-based OTs who provide interventions to special education students in nature-based settings. A phenomenological approach will capture the essence of OTs’ experiences to better understand why and how OTs use nature in school-based practice, perceived benefits and challenges, and the roles they assume as they implement nature-based interventions within their schools. Study results will inform and enhance occupational therapy practice by increasing the awareness and understanding of an alternative learning environment to support students who receive special education services.
Published Version
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