Interprofessional collaboration: Measuring occupational therapists and teachers' perceptions of collaborative practice in inclusive Australian primary schools.

Abstract

Introduction: Globally occupational therapists are collaborating with teachers to support the inclusion of students with disabilities in mainstream schools. To begin to understand how collaboration promotes inclusion, this study aimed to measure occupational therapists and teachers perceived collaborative practice.

Method: A quantitative cross-sectional analysis of occupational therapists and teachers in mainstream primary schools in three Australian states was conducted via an anonymous online survey. Eligible participants were recruited via self-selection and snowballing, resulting in a nonprobability sample of 108 occupational therapists and 33 primary teachers. The Teacher - Therapist Collaboration Index, an instrument based on an existing conceptual framework and associated tool was developed to measure perceived collaborative practice.

Results: Occupational therapist and teacher profiles were similar. Both professions report above average collaborative practice, although teachers rated themselves more collaborative on two components. Ratings did not significantly differ by profession, demographic, or background. Personal, professional and systems influences positively correlated with collaboration ratings, with systems having the strongest relationship.

Conclusion: Systems changes may be necessary to improve collaboration. Therapists could use the framework and measurement instrument as tools to plan, execute and evaluate their collaborative practice.