Partnering for Change: collaborating to transform occupational therapy services that support inclusive education

Area of Science:

• Education
• Occupational Therapy
• Public Health

Background:

• Inclusive education is a UN-endorsed moral imperative, yet faces persistent implementation challenges.
• Current occupational therapy models often focus on individual children, limiting broader school-based support.
• Bridging health and education sectors is crucial for effective inclusive practices.

Purpose of the Study:

• To describe the Partnering for Change (P4C) model, a novel approach to occupational therapy in schools.
• To outline the evolution and implementation of the P4C model in diverse educational contexts.
• To demonstrate how P4C facilitates children's inclusion and participation in educational settings.

Main Methods:

• Utilized a participatory action research framework to develop the P4C model.
• Re-envisioned occupational therapy service delivery as a tiered, school-community-centered approach.
• Documented implementation in Canadian and international educational settings.

Main Results:

• The P4C model redefines occupational therapists' roles, shifting from individual providers to collaborative partners.
• This model effectively bridges health and education services within the school environment.
• Implementation strategies have been adapted for various Canadian and international contexts.

Conclusions:

• The Partnering for Change (P4C) model offers a viable framework for enhancing inclusive education.
• Transforming occupational therapy roles is key to fostering equitable learning environments.
• Collaborative, school-wide approaches are essential for successful child inclusion and participation.