This article makes the case for increasing the reach and the impact of children's occupational therapy in the United Kingdom, through inclusion of universal and targeted services alongside specialist provision. It is proposed that achieving a greater balance between these different levels or tiers of provision can promote the health, well-being and participation of all children, including those with additional needs. During a time of austerity, we argue that a broader offer also distributes finite public resources more effectively -potentially reducing pressure on scarce specialist resources. Sustainable options for meeting greater population need are proposed and occupational therapists are encouraged to evaluate the effect of changing the balance of provision to inform future commissioning.
In den USA, Kanada oder Neuseeland sind Ergotherapeuten schon lange Teil interdisziplinärer Teams in Schulen und leisten ihren Beitrag zur schulischen Inklusion. Damit Ergotherapeuten auch bei uns eine Rolle im inklusiven Bildungsalltag spielen können, ist eine Veränderung der traditionellen Sicht- und Vorgehensweise notwendig.
The focus of this study was to explore the occupational therapy consultation process used with students on the autistic spectrum attending their regular school. Individual, in-depth interviews with senior occupational therapists were employed to collect the data. Grounded theory(Glaser & Strauss, 1967; Strauss, 1987; Strauss & Corbin, 1998), a qualitative research methodology, was used to develop a high-level description and conceptual ordering as an initial step towards developing a consultation model. Constant comparative analysis of the data revealed three interactive and interdependent processes, Joining Up, Finding A Way and Walking and Talking. These processes often occur simultaneously and greatly influence each other. The central concept was identified as Working Together, which highlights the collaborative nature of the consultation process. The context of the inclusive education environment requires a strong ecological approach as an essential aspect of therapists' practice. The consultation process described uses occupational therapists' day-to-day experience and is grounded within the inclusive education setting in Aotearoa New Zealand.
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