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Research corner: Hope Krumrei
Hope Krumrei is a doctoral student in occupational therapy at the University of Minnesota, and she is completing her capstone project at CDLS. Her project focuses on promoting inclusive practices for diverse learners in early childhood classrooms. With help from CDLS teachers, she is developing a guide to adapting curriculum, modifying classroom environments, and supporting participation for children with diverse learning and developmental needs. In this Q & A, she discusses her program and project as well as the role of occupational therapists in early childhood classrooms.
What was your work and/or educational path to get where you are right now? What drew you to your program at the University of Minnesota?
Hope Krumrei: Prior to starting in the occupational therapy program, I went to undergrad at the University of Minnesota-Duluth earning my bachelor's of applied science in public health with minors in psychology and health coaching. I have always had a passion for helping people but I was not sure how to pursue that passion until I found occupational therapy. I was drawn to the profession because of its foundation in helping others live a life that is full of purpose in a way that is uniquely meaningful to them, whatever that may look like. I was particularly drawn to the University of Minnesota program as it was a hybrid format, which allowed me to work while also being in school and I liked how many hands-on fieldwork experiences we were able to have in this program compared to others that I had looked at.
CDLS: Tell us a bit about the focus of your doctorate and what aspects of occupational therapy you are most interested in. What is the role of OT in an early childhood classroom?
HK: I am most interested in working in maternal health or pediatric occupational therapy, I hope to someday work in a clinic or hospital setting and potentially even the NICU! As far as the role of OT within an early childhood classrooms, the possibilities seem almost endless. Occupational therapists in early childhood classrooms support children's participation and success by fostering the development of fine motor, sensory processing, self-regulation, social-emotional, and executive functioning skills. They collaborate with teachers to adapt classroom environments, routines, and activities to meet the diverse needs of learners and promote inclusive practices that enable children with varying abilities and developmental profiles to participate meaningfully alongside their peers.
Occupational therapists also provide consultation and coaching to educators on strategies that enhance engagement, behavior regulation, and overall classroom participation. In addition, they can identify environmental barriers to participation and recommend appropriate modifications or accommodations, support smooth transitions between activities, and help establish routines that encourage independence. Through ongoing collaboration with families and educational teams, occupational therapists can help ensure consistent support for children across home and school settings. These examples are just a few of the ways occupational therapists can be present within the classroom setting.
Hope Krumrei
What is your capstone project all about? What are you hoping to learn, and what role will the CDLS community play in the project?
HK: My capstone project focuses on promoting inclusive practices for diverse learners in early childhood classrooms. The project involves developing an evidence-based resource guide for teachers at the Child Development Laboratory School (CDLS) that provides practical strategies for adapting curriculum, modifying classroom environments, and supporting participation for children with diverse learning and developmental needs. The guide will be informed by teacher surveys, classroom observations, and environmental assessments to ensure it addresses the specific needs of the school community.
I hope to learn more about the challenges and successes early childhood educators experience when implementing inclusive practices for neurodiverse children. I also want to better understand how occupational therapy can support teachers through consultation, environmental modifications, and resource development. Additionally, I am interested in learning how structured, evidence-based resources can increase teachers' confidence and ability to create inclusive learning environments that promote participation and belonging for all children.
I arrived at this research question through my passion for learning more about inclusive practices in classrooms especially for younger children and a review of the literature that revealed that many teachers feel underprepared to adapt curriculum and implement inclusive strategies despite recognizing the importance of inclusion. Research also suggested that practical, evidence-based resources may help bridge the gap between knowledge and classroom implementation, leading me to explore the impact of a teacher resource guide on inclusive practice.
The CDLS community will play a central role in the project. Teachers and staff will participate in surveys, conversations, and feedback opportunities that will help identify strengths, challenges, and areas of need related to inclusive practice. Their input will directly inform the development of the resource guide, ensuring it is relevant and applicable to their classrooms. Staff will also have the opportunity to implement strategies from the guide and provide feedback on its usefulness, making the project a collaborative effort aimed at supporting the unique needs of the CDLS community.
What is next for you in your doctoral program?
HK: Our 14-week capstone project experience is the final step in the three-year doctoral program following the completion of didactic coursework; four Level 1 fieldwork experiences (each 40 hours during our first and second years); and two 12-week, full-time Level 2 fieldwork experiences in our third year. Following the completion of my capstone project in early September, I will graduate from the program and move on to take the national boards exam. After passing that exam I will be eligible to apply for licensure and start working as an occupational therapist!
Tell us a bit about yourself. What do you do for fun, when you're not working on your capstone?
HK: When I am not working on my capstone, I enjoy spending time outside, especially by the water. I also enjoy cooking and baking, I love trying new recipes or even trying to create something on my own. I recently embarked on a journey of making my own sourdough, which I did not realize was such an intensive process, but it has been fun to learn. I also enjoy spending time with my family and friends and also caring for my 13-year-old dog Rowdy!