Collaboration between occupational therapists and school teachers in special needs schools: Questionnaire survey of school teachers

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  • 特別支援学校における教員と作業療法士の連携―教員へのアンケート調査より―
  • トクベツ シエン ガッコウ ニ オケル キョウイン ト サギョウ リョウホウシ ノ レンケイ : キョウイン エ ノ アンケート チョウサ ヨリ

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Abstract

The need for occupational therapists (OTs) in special needs education is increasing, but collaboration between school teachers and OTs is insufficient, and the role of OTs in special needs schools is unclear. The purpose of this research is to clarify the practice of OTs in special needs schools and the expectations of school teachers with regard to OTs. We sent a questionnaire to 1,200 teachers at special needs schools in Hiroshima Prefecture. Two hundred forty school teachers responded. More than 90% of teachers knew OTs, and about 70% of teachers collaborated with OTs only 1 to 3 times a year. There were two types of OT interventions in special needs schools: direct interventions for students and interventions for teachers. More than 90% of teachers responded that OTs were useful. Teachers expected them to clarify the needs and problems of students, to solve specific student problems in the classroom, to collaborate while respecting each other’s identity, and to understand the school system. OTs may be able to solve the problems of students in their classrooms by evaluating student occupational performance and sharing student information with teachers.

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