基于学校的职业治疗师的角色,支持过渡到幼儿园和整个幼儿园到12年级:一个范围审查
Kari Renahan1, Erin Knobl2, Annie Jiang3
1Kari Renahan, OT Reg (Ont), is PhD Student, School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada; blaiske@mcmaster.ca.
概括
基于学校的职业治疗师在教育过渡期间扮演着许多支持残疾学生的角色. 需要在过渡术语中实现更大的一致性,以推进该领域的研究和实践.
科学领域:
- 儿科职业治疗 儿科职业治疗
- 教育心理学教育心理学
- 特殊教育 特殊教育
背景情况:
- 大规模的教育转型,如进入或离开学校,对残疾学生的学术和学后成果产生重大影响.
- 学校职业治疗师是支持这些关键转型的关键专业人员.
研究的目的:
- 系统地审查有关学校职业治疗在支持残疾学生的大型教育过渡中的作用的文献.
- 识别和分析在这种情况下使用的术语.
主要方法:
- 在六个主要数据库中进行了全面的文献搜索.
- 使用定向内容分析来检查46个相关的同行评审出版物.
- 包括专注于K-12系统中经历过渡的残疾儿童和青少年的文章.
主要成果:
- 该审查分析了37年来46篇出版物,涵盖了进入学校,K-12和中学教育的过渡.
- 研究人员发现,职业治疗师在支持这些过渡过程中扮演着各种各样的角色.
- 确定了大量与过渡有关的术语 (125个),其明确定义有限.
结论:
- 学校职业治疗师广泛参与教育过渡,有机会扩大角色.
- 标准化术语对于加强该领域的未来研究和临床实践至关重要.
- 提高语言的一致性将使职业治疗从业者和他们所服务的学生都受益.
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