SciELO - Scientific Electronic Library Online

 
vol.42 número1School-based occupational therapists: An exploration into their role in a Cape Metropole full service schoolThe achievement of community integration and productive activity outcomes by CVA survivors in the Western Cape Metro Health District índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


South African Journal of Occupational Therapy

versión On-line ISSN 0038-2337

S. Afr. j. occup. ther. vol.42 no.1 Pretoria  2012

 

ARTICLES

 

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

Correspondence

 

 


ABSTRACT

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


 

 

“Full text available only in PDF format”

 

 

References

1. Vincent R, Stewart H, Harrison J. South Australian school teachers' perceptions of occupational therapy reports. Australian Occupational Therapy Journal, 2008; 55:163-171.         [ Links ]

2. Dunn W. A comparison of service provision models in school-based occupational therapy services: A pilot study. Occupational Therapy Journal of Research, 1990; 19: 300-320.         [ Links ]

3. South Africa. Department of Education. White Paper 6 on Building an Inclusive Education and Training system. Pretoria: Government Printer, 2001.         [ Links ]

4. Richards K, Lincoln M. Clinical Perspectives Therapists in Schools: A case study. Australian Occupational Therapy Journal, 1989; 36 (4): 226-229.         [ Links ]

5. Case-Smith J, Cable J. Perceptions of Occupational Therapists Regarding service delivery models in school-based Practice. Occupational Therapy Journal of Research, 1996; 16 (1): 23-44.         [ Links ]

6. Bell EB, Burch J. Occupational Therapy in Regular School System. The Canadian Journal of Occupational Therapy, 1977; 44 (2).         [ Links ]

7. Fairbairn M, Davidson I. Teachers' perceptions of the role and effectiveness of occupational therapists in schools. The Canadian Journal of Occupational Therapy, 1993; 60: 185-191.         [ Links ]

8. Marlette SA. "Teachers Perspective" National Individualizing Preschool Inclusion Project. 2003. <www.partners.com> (Accessed 23 February 2008).         [ Links ]

9. Case-Smith J, Rogers J. School-Based Occupational Therapy. In: Case-Smith J, editor. Occupational Therapy for Children. 4th ed. St. Louis: Elsevier Mosby, 2001: 795-824.         [ Links ]

10. Mukherjee S, Lightfoot J, Sloper F! Communicating about pupils in mainstream school with special health needs: The NHS perspective. Child: Care, Health and Development; 2001; 28 (1): 21-27.         [ Links ]

11. Jackman M, Stagnitti K. Fine Motor Difficulties: The need for advocating for the role of occupational therapy in the schools. Australian Occupational Therapy Journal, 2007; 54 (3): 168-173.         [ Links ]

12. McMillan JH, Schumacher S. Research in education. A conceptual introduction. 5th ed. Pretoria: Van Schaiks, 2001.         [ Links ]

13. Creswell, JW. Designing and conducting mixed methods research. London: SAGE, 2007.         [ Links ]

14. Curtin M, Fossey E. Appraising the trustworthiness of qualitative studies: Guidelines for Occupational Therapists. Australian Occupational Therapy Journal, 2007; 54 (2): 88-94.         [ Links ]

15. Prigg A. Experiences and perceived roles of occupational therapists working with children with special needs during transition to school: A pilot study. Australian Occupational Therapy journal, 2002; 49 (2): 100-111.         [ Links ]

16. Bose P, Hinojosa J. Reported experiences from occupational therapists interacting with teachers in inclusive early childhood classrooms. American journal of occupational therapy, 2008; 62 (3): 289-297.         [ Links ]

17. Edwards S, Hanley J. Survey of Interdisciplinary Activity between Occupational Therapists and Speech Language Pathologists in the Public Schools. Occupational Therapy Journal of Research, 1992; 12 (1): 35-49.         [ Links ]

 

 

Correspondence:
AT Hargreaves
Hargreavessat@ukzn.ac.za

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License