Bose Pia, Hinojosa Jim
Public School System, Rockaway Township, NJ 07866 , USA.
Am J Occup Ther. 2008 May-Jun;62(3):289-97. doi: 10.5014/ajot.62.3.289.
This grounded theory study described the perspectives of school-based occupational therapists working in inclusive early childhood classrooms emphasizing interactions with teaching staff. Six therapists were interviewed multiple times over several months. The participants viewed their interactions with teaching staff as challenging but potentially rewarding experiences. Viewing collaboration as valuable, their descriptions nonetheless generally omitted many collaborative features, with therapists often assigned the role of "expert." Data analysis revealed four major themes: (1) "It's Not Like I Don't Value Collaboration" (the benefits of collaboration); (2) "Collaboration--I Can't Do It Alone" (the challenges of interactions); (3) "My Opinion, Please Ask for It" (attachment to the expert status), and (4) "Is This Collaboration?" (interactions in practice). The results of this study suggest that current recommendations for collaboration for inclusion in school-based occupational therapy are not optimally implemented in all practice settings.
这项扎根理论研究描述了在包容性幼儿教室工作的学校职业治疗师的观点，重点是与教师的互动。六位治疗师在几个月内接受了多次访谈。参与者认为他们与教师的互动具有挑战性，但也可能是有回报的经历。尽管他们认为合作很有价值，但他们的描述通常遗漏了许多合作特征，治疗师经常被赋予“专家”的角色。数据分析揭示了四个主要主题：（1）“并非我不重视合作”（合作的好处）；（2）“合作——我无法独自完成”（互动的挑战）；（3）“请征求我的意见”（对专家地位的依恋），以及（4）“这是合作吗？”（实践中的互动）。这项研究的结果表明，目前关于在学校职业治疗中进行包容性合作的建议在所有实践环境中并未得到最佳实施。
