Abstract
Date Presented 03/23/24
This presentation will highlight key considerations related to collaboration between OTs and teachers in inclusive education settings. These findings inform the development of a joint knowledge transfer training to optimize collaborative practices.
Primary Author and Speaker: Lina Ianni
Contributing Authors: Dana Anaby, Chantal Camden
In inclusive school settings, collaboration between school-based occupational therapists (OTs) and teachers has the potential to empower and build capacities among these school team members working with students with disabilities. Current evidence supports multitiered delivery models, such that OT interventions are integrated within the context of the students’ daily school life (Lynch et al., 2023). Knowledge translation (KT) interventions have been recommended to enhance the collaborative skills necessary in this service delivery model (Camden et al., 2021). Collaboration, however, is a complex multifaceted phenomenon which poses systemic, organizational or interpersonal challenges (San Martin Rodriguez et al., 2005). Understanding these challenges is fundamental to tailor KT interventions to optimize collaboration within schools. This qualitative study identifies the collaborative experiences, perceived barriers and facilitators related to collaboration, as well as insights as described by elementary teachers and OTs. Two focus groups were conducted; a group of OTs (n=5) and a group of elementary teachers (n=6) working in inclusive schools in Quebec (Canada) in French and English language settings. Qualitative data was transcribed and analyzed thematically (Braun & Clarke, 2006). Four overarching themes emerged from the teacher group and 5 themes from the OT group. Among these, access and organization of services, the roles of school leaders or allies, an understanding of OT interventions in schools, relationships, and interpersonal skills are deemed as key considerations which can promote teamwork. Preferred KT learning strategies/methods were also described. These findings have practice and policy implications regarding the organization of OT services as well as team professional development. Findings further support the current evidence regarding multitiered models in inclusive settings, for increased opportunities for in-context knowledge exchange/sharing.
References
Lynch, H., Moore, A., O’Connor, D., & Boyle, B. (2023). Evidence for Implementing Tiered Approaches in School-Based Occupational Therapy in Elementary Schools: A Scoping Review. The American Journal of Occupational Therapy, 77(1). https://doi.org/10.5014/ajot.2023.050027
Camden, C., Campbell, W., Missiuna, C., Berbari, J., Héguy, L., Gauvin, C., Rivard, L., Ianni, L., & GOLDS Research Team. (2021). Implementing Partnering for Change in Québec: Occupational Therapy Activities and Stakeholders’ Perceptions. Canadian Journal of Occupational Therapy, 88(1), 71–82. https://doi.org/10.1177/0008417421994368
San Martín-Rodríguez, L., Beaulieu, M.-D., D’Amour, D., & Ferrada-Videla, M. (2005). The determinants of successful collaboration: a review of theoretical and empirical studies. Journal of Interprofessional Care, 19(sup1), 132–147.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
