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South African Journal of Occupational Therapy

On-line version ISSN 2310-3833
Print version ISSN 0038-2337

S. Afr. j. occup. ther. vol.42 n.1 Pretoria  2012




The collaborative relationship between teachers and occupational therapists in junior primary mainstream schools



AT HargreavesI; R NakhoodaII; N MottayII; S SubramoneyII

IB Occ Ther (UDW/UKZN), M.ECI (UP). Lecturer, School of Audiology, Occupational Therapy and Speech Language pathology, University of KwaZulu Natal
IIB Occ Ther (UKZN). Fourth year undergraduate students in Occupational Therapy at the University of KwaZulu Natal at the time that that this research project was undertaken





A qualitative research study was conducted to explore collaboration between teachers and occupational therapists in junior primary mainstream schools. A purposive sample of teachers and occupational therapists was selected in the eThekwini district, Kwa-zulu Natal.
Two focus groups interviews were conducted - one with teachers and one with occupational therapists. In addition, two in-depth individual interviews with a representative from each profession were conducted. These interviews were audio taped and transcribed and thematic analysis was adopted to identify themes and sub themes.
The primary themes were (1) Benefits of collaboration, (2) Methods of collaboration (3) Attitudes (4) Obstacles in the collaborative relationship, and (5) Methods of overcoming obstacles.
Factors such as limited knowledge about the role of occupational therapy, attitudes of teachers towards occupational therapists and time were identified as barriers to a collaborative relationship between occupational therapists and teachers.

Key words: collaboration, relationship, learner, mainstream, teacher, occupational therapy



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AT Hargreaves

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