Occupational Therapist-Teacher Collaboration in Inclusive Education in Québec: A Qualitative Descriptive Study.

Area of Science:

• Occupational Therapy
• Education
• Special Education

Background:

• Collaboration between occupational therapists (OTs) and teachers is crucial for capacity building in inclusive schools serving students with disabilities.
• Current evidence supports integrated, multi-tiered OT service delivery models within the school environment.
• However, collaboration faces systemic, organizational, and interpersonal challenges.

Purpose of the Study:

• To explore elementary teachers' and OTs' perspectives on current and ideal collaborative practices in inclusive schools.
• To identify contextual barriers and facilitators influencing OT-teacher collaboration.
• To inform strategies for optimizing collaborative practices in school settings.

Main Methods:

• Qualitative descriptive study utilizing two focus groups.
• Participants included 5 OTs and 6 elementary teachers from inclusive schools in Québec, Canada.
• Thematic analysis was performed on transcribed qualitative data.

Main Results:

• Four key themes emerged: service organization, varying perspectives on the OT role, relationship dynamics, and factors for optimal collaboration.
• Service delivery structures significantly influence collaborative practices.
• Differing views on the OT role and the process of building collaborative relationships present both challenges and opportunities.

Conclusions:

• Findings highlight implications for organizing OT services and professional development for school teams.
• Addressing identified barriers and leveraging facilitators is essential for effective knowledge translation.
• Optimizing collaboration between OTs and teachers can enhance support for students with disabilities in inclusive settings.