职业治疗师与教师在北克包容性教育中的合作:一种定性描述性研究
概括
职业治疗师 (OT) 和包容性学校教师之间的合作对于残疾学生至关重要. 了解OT与教师合作中的挑战和促进者是改善学校服务和专业发展的关键.
科学领域:
- 职业疗法 职业疗法 职业疗法
- 教育教育教育教育教育教育.
- 特殊教育 特殊教育
背景情况:
- 职业治疗师 (OT) 和教师之间的合作对于为残疾学生提供服务的包容性学校的能力建设至关重要.
- 目前的证据支持在学校环境中整合,多层次的OT服务交付模式.
- 然而,协作面临着系统性,组织性和人际挑战.
研究的目的:
- 探索小学教师和外教师对包容性学校当前和理想合作实践的观点.
- 确定影响OT与教师合作的上下文障碍和促进者.
- 为优化学校环境中的协作实践策略提供信息.
主要方法:
- 使用两个重点小组进行定性描述性研究.
- 参与者包括来自加拿大北克包容性学校的5名OT和6名小学教师.
- 对转录的定性数据进行了主题分析.
主要成果:
- 出现了四个主要主题:服务组织,对OT角色的不同观点,关系动态和最佳协作因素.
- 服务交付结构显著影响协作实践.
- 对OT角色和建立合作关系的过程的不同看法既带来了挑战,也带来了机遇.
结论:
- 调查结果强调了对组织OT服务和学校团队的专业发展的影响.
- 解决已识别的障碍和利用促进者对于有效的知识转化至关重要.
- 优化OT和教师之间的协作可以增强在包容性环境中对残疾学生的支持.
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