This article examines the effects of nonviolent communication (NVC) training on the interprofessional collaboration (IPC) of two health and social services sector care teams. The study was conducted in 2013 with two interprofessional teams (N = 9) using a mixed method research design to measure the effects of the training. Individual IPC competency was measured using the Team Observed Structured Clinical Encounter tool, and group competency using the Observed Interprofessional Collaboration tool. A focus group was held to collect participant perceptions of what they learned in the training. Results revealed improvements in individual competency in client/family-centered collaboration and role clarification. Improvements in group competency were also found with respect to teams' ability to develop a shared plan of action. Data suggests that participants accepted and adopted training content. After the training, they appeared better able to identify the effects of spontaneous communication, more understanding of the mechanisms of empathy, and in a better position to foster collective leadership.

Interprofessional education (IPE) is increasingly recognized as a means to improve practice in health and social care. However, to secure interprofessional learning, it is important to create occasions in prelicensure health and social services curriculum so that students can learn with, from and about each other. This paper presents the process behind the development and implementation of an IPE curriculum in 10 health and social sciences programs by a team of professors from the faculties of medicine, nursing sciences and social sciences at Université Laval in the province of Québec, Canada. The pedagogical approach, description of primary objectives and issues related to its implementation in the curriculum programs are also described and discussed.

This article presents the results of a scoping review on strategies that foster social inclusion of individuals with intellectual disability through sports. Five promising strategies were identified in 14 articles: 1) develop Unified Sports, 2) develop peer-support programs, 3) facilitate participation as an athlete in mainstream activities, 4) facilitate participation as a fan in mainstream activities, and 5) conduct activities to raise awareness. Their outcomes and key considerations for implementation are presented. Then, a model of social inclusion through participation in sports and physical activities is proposed as a mean to provide guidelines on how to provide a range of meaningful opportunities for sports participation in context(s) that are as inclusive as possible with enabling supports provided as needed.

A facilitator training program (FTP) for interprofessional learning (IPL) facilitators has been developed at Université Laval. This article describes the impacts of this program as perceived by the 22 IPL facilitators involved and outlines recommendations. Two qualitative data collection strategies were used to document the facilitators' pedagogical needs and views of the program's impacts. Results suggest that the FTP's pedagogical approach was effective. The IPL facilitators became more aware of their challenges and identified concrete strategies to use. Training initiatives should equip IPL facilitators to cope with uncertainty, create a climate supporting active learning, and facilitate positive interactions between students.

Accessible summary Some adults with cognitive limitations choose to become parents. Parents with cognitive limitations can receive support to help them meet a child's needs. Different types of support exist such as educational support. The aim of this study was to explore the different types of support that parents with cognitive limitations might need. Summary In several countries, a growing number of adults with cognitive limitations decide to become parents. However, exercising this right requires the implementation of measures and services that foster their ability to assume parental responsibilities. This study presents results collected in an exploratory study documenting the type of support parents with cognitive limitations may need to play their parental role efficiently and be active members of their community. Data come from semi‐structured interviews conducted with 27 professionals and 9 parents with cognitive limitations. Nine types of support were identified from the data collected. Some issues associated with the delivery of such supports are discussed.

Background. Children with autism spectrum disorder (ASD) face multiple occupational challenges in their school, and school staff need additional support to increase their participation. Purpose. The aim of this study is to identify how Response to Intervention (RTI) could be used by occupational therapists to support school personnel who work with children with ASD. Method. In a descriptive qualitative study, three discussion groups were undertaken with occupational therapists and school staff members in Quebec, Canada, to identify the main concerns regarding the participation of children with ASD in school activities as well as the actions to consider when attempting to increase school-related abilities. Findings. School staff members are primarily concerned with frequent outbursts and limited autonomy, along with low motivation and anxiety in children with ASD in diverse school activities and contexts. The actions identified provide guidelines for school and occupational therapist selection, the process to follow, collaborative practices, and support required. Implications. A practice model is presented for occupational therapists who seek to develop school capacity to support the participation of children with ASD.

This commentary addresses barriers to care among older adults living with neurodiversity (ND), and their aging family carers in the context of the COVID-19 pandemic in Canada. Factors contributing to inequities are described and the significant negative consequences of current policy decisions on the social and mental health of older adults with ND and their aging family carers are highlighted. The commentary calls for a collective social work response that highlights the critical role of support and advocacy necessary to redress social exclusion.

Background. The integration of a life environment enabling people with autism spectrum disorder (ASD) to fully exercise their independence must be well prepared. Purpose. Review and describe interventions intended to develop the independence at home of people with ASD. Method. The PRISMA method was used to perform a systematic review based on 19 keywords, grouped under three concepts: (a) population age (adolescents and adults), (b) diagnosis (ASD), and (c) independence. Findings. Seven effective interventions were identified in the 20 selected articles: (a) video self-modeling, (b) video modeling, (c) behavioural interventions, (d) video prompting, (e) transition planning program, (f) training in the use of a cognitive aid, and (g) social skills group. Implications. The results of this review will help guide practitioners in the implementation of interventions that foster the development of independence at home of people with ASD.