Wilson A L, Harris S R
a Student Services , School District No. 71 (Comox Valley), Courtenay , BC , Canada.
b Department of Physical Therapy, Faculty of Medicine , University of British Columbia , Vancouver , BC , Canada.
Phys Occup Ther Pediatr. 2018 May;38(2):130-142. doi: 10.1080/01942638.2017.1297988. Epub 2017 Apr 14.
Occupational therapists (OTs) often face barriers when trying to collaborate with teachers in school-based settings. Partnering for change (P4C), a collaborative practice model designed to support children with developmental coordination disorder, could potentially support all students with special needs. Therefore, the aim of this study was to explore how teachers experience OT services delivered using the P4C model to support children with a variety of special needs.
P4C was implemented at one elementary school in Courtenay, British Columbia. Eleven teachers participated in two focus groups and a one-on-one interview to gather descriptive, qualitative data. Grounded theory techniques were used for data analysis.
Four themes (collaborating in the thick of it all, learning and taking risks, managing limited time and resources, and appreciating responsive OT support) represented teachers' experiences of P4C.
Teachers strongly preferred collaborative OT services based on the P4C model. Students with a variety of special needs were supported within their classrooms as teachers learned new strategies from the OT and found ways to embed these strategies into their daily routines.
职业治疗师（OTs）在与学校环境中的教师合作时常常面临障碍。“携手变革”（P4C）是一种旨在支持患有发育协调障碍儿童的合作实践模式，有可能为所有有特殊需求的学生提供支持。因此，本研究的目的是探讨教师如何体验使用P4C模式提供的职业治疗服务，以支持有各种特殊需求的儿童。
在不列颠哥伦比亚省考特尼的一所小学实施了P4C。11名教师参加了两个焦点小组和一次一对一访谈，以收集描述性的定性数据。采用扎根理论技术进行数据分析。
四个主题（全身心投入协作、学习与冒险、管理有限的时间和资源、感激及时的职业治疗支持）代表了教师对P4C的体验。
教师强烈倾向于基于P4C模式的合作职业治疗服务。随着教师从职业治疗师那里学到新策略并找到将这些策略融入日常教学的方法，课堂上有各种特殊需求的学生得到了支持。
