Ianni Lina, Camden Chantal, Campbell Wenonah, Colquhoun Heather, Anaby Dana
Can J Occup Ther. 2025 Jun;92(2):135-147. doi: 10.1177/00084174241310078. Epub 2025 Jan 28.
In inclusive schools, collaboration between occupational therapists (OTs) and teachers has the potential to build capacities among these school-team members working with students with disabilities. Current evidence supports multi-tiered delivery models, such that OT interventions are integrated within the context of school life. Collaboration, however, is a complex multifaceted phenomenon that poses systemic, organizational, or interpersonal challenges. This qualitative descriptive study explored the perspectives on current and ideal collaborative practices and associated contextual barriers and facilitators related to collaboration, as described by elementary teachers and OTs. Two focus groups were conducted with OTs ( = 5) and elementary teachers ( = 6) working in inclusive schools in Québec (Canada) in French and English language settings. Qualitative data were transcribed and analyzed thematically. Four thematic categories were identified: Organization of services scaffolds collaborative practices; varying perspectives of the OT role influence collaboration; establishing and navigating collaborative relationships; and considerations for optimal collaboration. These findings have practice and policy implications regarding the organization of OT services as well as team professional development. Understanding these challenges is fundamental to tailoring future knowledge translation interventions to optimize school collaboration.
在融合学校中，职业治疗师（OT）与教师之间的合作有潜力提升这些与残疾学生合作的学校团队成员的能力。目前的证据支持多层次服务模式，使职业治疗干预融入学校生活的背景之中。然而，合作是一个复杂的多方面现象，会带来系统、组织或人际方面的挑战。这项定性描述性研究探讨了小学教师和职业治疗师所描述的关于当前和理想合作实践的观点，以及与合作相关的背景障碍和促进因素。在加拿大魁北克省的法语和英语环境下，对融合学校的职业治疗师（5人）和小学教师（6人）进行了两个焦点小组访谈。对定性数据进行了转录并进行了主题分析。确定了四个主题类别：服务组织为合作实践搭建框架；对职业治疗师角色的不同看法影响合作；建立和维持合作关系；以及优化合作的考量因素。这些发现对职业治疗服务的组织以及团队专业发展具有实践和政策意义。了解这些挑战对于定制未来的知识转化干预措施以优化学校合作至关重要。
