Abstract
The Guidelines for the Client-Centred Practice of Occupational Therapy (Department of National Health and Welfare and Canadian Association of Occupational Therapists, 1983) have been successfully applied to various institutional and community settings. However one of the most challenging appears to be the application to school-based practice. In this article the conceptual frame of reference and the practice stages in the occupational therapy process are directly applied to school settings. Philosophical differences are apparent and these are likely influencing the development of occupational therapy services in schools. A case study is used to illustrate some of the issues andthe preparation of guidelines for school-based occupational therapy services is recommended.
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