abstract
- Background: 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. Purpose: 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. Method: Two focus groups were conducted with OTs (n = 5) and elementary teachers (n = 6) working in inclusive schools in Québec (Canada) in French and English language settings. Qualitative data were transcribed and analyzed thematically. Findings: 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. Conclusion: 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.