Feasibility of Partnering for Change (P4C) to create inclusive learning environments in Swedish compulsory schools

Abstract

ABSTRACT Many pupils experience restricted participation in Swedish schools due to a non-inclusive learning environment. Partnering for Change (P4C) is an evidence-based service delivery model, developed and employed successfully in Canada to create inclusive learning environments. P4C could potentially be used in Swedish schools, but its feasibility outside Canada is unknown. The aim of this study was to investigate the feasibility of P4C in Swedish compulsory schools. Fifteen interviews with teachers, occupational therapists (OT), and principals conducted after four months of applying P4C in seven classes, were analysed using deductive content analysis based on five feasibility areas. Quantitative questionnaire data concerning implemented interventions were analysed using descriptive statistics. Findings showed that participants considered P4C acceptable and its implementation possible. P4C integrated well with, and extended, schools’ existing work on inclusive learning environments. Teachers and OTs implemented 83 interventions, indicating a need for improvements in the learning environment, which P4C helped to address, as positive effects for both pupils and teachers were noted. In summary, P4C was considered feasible in fostering inclusive learning environments in Swedish compulsory schools, offering potential value to the pupil health team without requiring further adaptions.