Collaboration Between Occupational Therapists and Teachers in a Special Needs School: A Case Study

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  • 特別支援学校における教員と作業療法士の協働　―色塗りが上手になった事例を通して―
  • 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 キョウドウ : イロ ヌリ ガ ジョウズ ニ ナッタ ジレイ オ トオシテ

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Because occupational therapy approaches in special needs education are gradually increasing, the rules and effects of occupational therapy in special needs education should be explained. The participant in the present study was a 13-year-old boy diagnosed with Down's syndrome and a moderate intellectual disability. In the present intervention, an occupational therapist (OT) and teachers at a special needs school evaluated the student's school tasks using the Canadian Occupational Performance Measure (COPM) and the School version of the Assessment of Motor and Process Skills (School AMPS), discussed plans and goals for the student, and sought to improve his performance on school tasks. After the teachers and the occupational therapist collaborated, the boy's performance improved and reached goals that had been set for him. This result may have been achieved from the clarification of his problems concerning school tasks in a modified environment, and by having his goals and the intervention for enhanced task performance decided through the collaboration of the teachers and the occupational therapist. The discussion suggests that the role of occupational therapists in special needs education is to address occupational needs of students in school environments through collaboration with teachers, and that a well-organized intervention model should be established so that occupational therapists can be involved in the activities of special needs schools.

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