Collaborative Occupational Therapy: Teachers' Impressions of the Partnering for Change (P4C) Model.

Area of Science:

• Pediatrics
• Occupational Therapy
• Education

Background:

• Occupational therapists (OTs) face collaboration challenges with teachers in schools.
• The Partnering for Change (P4C) model, initially for developmental coordination disorder, shows potential for broader special needs support.
• Understanding teachers' experiences with P4C is crucial for effective school-based OT service delivery.

Purpose of the Study:

• To explore teachers' experiences with occupational therapy (OT) services delivered via the Partnering for Change (P4C) model.
• To assess the P4C model's effectiveness in supporting students with diverse special needs in elementary schools.

Main Methods:

• Qualitative descriptive study utilizing focus groups and interviews with eleven teachers.
• Implementation of the Partnering for Change (P4C) model in an elementary school setting.
• Data analysis using grounded theory techniques.

Main Results:

• Four key themes emerged: collaboration, learning and risk-taking, time/resource management, and appreciation for OT support.
• Teachers reported positive experiences with the P4C model.
• The P4C model facilitated collaborative OT services within the classroom.

Conclusions:

• Teachers strongly favored collaborative OT services using the P4C model.
• The P4C model enabled teachers to learn and embed new strategies for supporting students with special needs.
• This approach integrated OT support into daily classroom routines, benefiting students with various needs.