Occupational Therapist-Teacher Collaboration in Inclusive Education in Québec: A Qualitative Descriptive Study.
Lina Ianni, Chantal Camden, Wenonah Campbell and 2 others
PMID 39871727WHAT IT FOUND
Teachers and OTs described collaboration as hindered by unclear referral paths and OTs being spread across too many schools.
They suggested protected meeting time, consistent OT presence, and joint workshops to build trust and clarify the OT role.
Key findings
01Participants identified insufficient time and money as primary barriers, noting that discussions often happen in hallways rather than during protected meeting time.
02OTs reported that having a consistent in-school presence and being assigned to fewer schools improved communication and helped teachers understand the OT role.
03Both groups suggested that joint workshops and active engagement strategies could optimize collaboration by creating a common language and allowing teachers to see OTs 'in action'.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The sample was small (n=11) and recruited via convenience sampling, so findings may not reflect broader practices in Québec. Participants were from different language settings (English teachers, mostly French OTs), which may have influenced perspectives on service organization. Member checking was not performed, which could have improved the trustworthiness of the themes.
Declared interests
Funding was provided by McMaster University’s CanChild Centre for Childhood Disability Research Grant and the Child-Bright Graduate Fellowship in Patient-Oriented Research. No specific conflicts of interest were declared.
The easy way to misread this
Do not interpret these findings as evidence that specific collaboration strategies improve student outcomes. The study reports perceptions of barriers and facilitators, not the efficacy of any intervention.