Toward Participation-Focused School-Based Occupational Therapy: Current Profile and Possible Directions

Bonnard, Madeleine; Hui, Caroline; Manganaro, Melissa; Anaby, Dana

doi:10.1080/19411243.2022.2156427

Cited by 2 publications

(1 citation statement)

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“…Increased adoption of tiered models, such as P4C, in school-based services has been shown to facilitate increased children’s participation and inclusion. In turn, children’s increased engagement in school has been shown to increase academic success and social engagement for children with disabilities ( 4 , 31 ) and their peers ( 7 ). We have a responsibility to continue the movement toward tiered school-based services to support every child’s achievement, inclusion, and sense of belonging at school.…”

Section: Discussionmentioning

confidence: 99%

Partnering for Change: collaborating to transform occupational therapy services that support inclusive education

Campbell,

Missiuna,

Dix

et al. 2023

Front. Public Health

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The United Nations champions inclusive education as a moral obligation, requiring equitable learning environments that meet all individuals’ diverse learning needs and abilities, including children and youth. Yet the practice of inclusive education is variable and implementation challenges persist. A participatory action research framework was used to develop a solution, Partnering for Change (P4C), which is a tiered service delivery model that bridges health and education by re-envisioning occupational therapy services and transforming the role of the occupational therapist from a service provider for individual children to a collaborative partner supporting the whole school community. This perspective article will describe the P4C model and its evolution, and will outline how it has been implemented in Canadian and international contexts to facilitate children’s inclusion and participation in educational settings.

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Section: Discussionmentioning

confidence: 99%