在包容性小学的教师-治疗师合作:一个范围审查
Jill Jeremy1, Ilektra Spandagou1, Joanne Hinitt2
1Faculty of Arts & Social Sciences, Sydney School of Education and Social Work, The University of Sydney, Camperdown, New South Wales, Australia.
Australian occupational therapy journal
|February 6, 2024
概括
教师和治疗师之间的有效合作对于包容性学校至关重要. 研究显示了不同的定义和挑战,强调了成功的跨专业实践需要明确的目标和验证的测量工具的需要.
科学领域:
- 教育教育教育教育教育教育.
- 盟友健康 盟友健康
- 包容性教育包括教育.
背景情况:
- 包容性的学校环境需要教师和相关卫生专业人员之间的合作.
- 专业间的协作是复杂的,缺乏普遍的定义和测量,这给有效的实践带来了挑战.
研究的目的:
- 在包容性小学中对教师和治疗师之间专业间合作的现有文献进行范围审查.
主要方法:
- 使用乔安娜·布里格斯研究所方法论对健康和教育文献的综述.
- 包括对教师与职业治疗师或语音和语言治疗师在包容性小学的合作进行同行评审的实证研究.
主要成果:
- 协作定义和测量在各个研究和学科之间有所不同.
- 定义中的共同元素包括明确的目的和可衡量的结果.
- 协作实践的障碍已经得到了充分的记录.
结论:
- 清晰的目标和可衡量的结果对于有效的协作至关重要.
- 需要进一步研究在教育背景下验证的测量工具.
- 未来的研究应该专注于有效的实践和克服合作障碍.
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