PURPOSE: Assistive technology (AT) supports participation and functional independence in children with disabilities; however, its integration within paediatric occupational therapy practice remains inconsistent. This scoping review aimed to map occupational therapists' perspectives on the recommendation, selection, and implementation of AT for children with disabilities and identify barriers and enablers influencing AT use. MATERIALS AND METHODS: This scoping review followed Arksey and O'Malley's framework and was reported according to PRISMA-ScR guidelines. Searches were conducted in PubMed, Scopus, Web of Science, and CINAHL. Peer-reviewed qualitative, quantitative, and mixed-methods studies exploring occupational therapists' perspectives on AT use for children (<18 years) published up to 31 March 2025 were included. Data were synthesised using inductive thematic analysis. RESULTS: Eighteen studies met the inclusion criteria across high- and low-resource settings. Three overarching themes emerged: (i) systemic and policy influences on AT utilisation, (ii) professional and contextual determinants of occupational therapy decision-making, and (iii) family and child factors shaping AT adoption. Major barriers included funding limitations, restricted access to devices, inadequate professional training, fragmented services, and sociocultural stigma. Key enablers included therapist expertise, interdisciplinary collaboration, opportunities to trial AT, contextual adaptation, and family-centred practice. CONCLUSION: Occupational therapists' use of AT is shaped by interconnected systemic, professional, contextual, and family-related factors. Strengthening training, interdisciplinary collaboration, culturally responsive practice, and equitable access to AT services may support more effective participation-oriented paediatric occupational therapy practice.
Vs et al. (2026) studied this question.