Similarities and Differences Between Perceptions and Practices in Occupational Therapist-Teacher Collaborations: Results from a Mixed-Methods Study

Abstract

ABSTRACT Occupational therapists and teachers collaborate to support the inclusion of students with disabilities in general education schools and classrooms, however, interprofessional collaboration is complex and remains insufficiently explored. Previous research has primarily used single methods to study collaboration, however, a mixed methods approach, integrating measurement and description, promises a rich understanding of collaborative practice. This mixed method study of collaboration between occupational therapists and teachers working in Australian primary schools used an instrument to measure professionals self-reported collaboration (n = 141) and compared the results to interview findings (n = 21). Survey results reported moderately high levels of collaboration, however, professionals’ descriptions of their experiences provided further information, highlighting issues which were not captured by the survey tool. By combining the data using analytical weaving, a comprehensive picture of collaboration, and the influences on it, was acquired. Findings provide insights that may inform interventions and policies to improve occupational therapists’ and teachers’ collaborative practice.