Federal legislation, contemporary teaching and learning practices, professional guidance, and scientific evidence influence the ways in which occupational therapists design and implement evalu- ation in school settings. Evaluation is a key role of occupational therapy practitioners in school settings, and one of the central purposes of evaluation is to determine whether a student has a disability; whether that disability adversely affects the student’s participation, performance, and progress in the general education curriculum; and whether the student requires specially designed instruction to access and make progress in their educational program (Jackson, 2007).
The domain of occupational therapy as defined in the Occupa- tional Therapy Practice Framework: Domain and Process (3rd. ed.; Framework; American Occupational Therapy Association, 2014) provides an effective tool to guide the evaluation process and make assessment choices for school-based practitioners.