OR projects: Optimizing the roles of education system stakeholders to better support students with disabilities and learning and adjustment difficulties



To support inclusive education, regular classrooms should be the primary learning environment for students with disabilities and learning and adjustment difficulties.

To achieve this goal, it is important to provide education system stakeholders with the right tools. Optimizing their roles will enable these actors to better assist students with disabilities and learning and adjustment difficulties, as well as those at risk.

Fostering the implementation of models based on interprofessional and intersectoral collaboration could provide a more integrated view.

Objective. The study aimed to elucidate the roles of those who work with students at risk of developing a disability or learning or adjustment difficulty and test a new school-based collaborative multilevel rehabilitation (CMR) model.

Methodology. A participative action research design that involved a mixed mode data collection approach including surveys and interviews was developed. The project was carried out in three phases: a description of education system stakeholders, the implementation of the CMR model and a description of the benefits following implementation.

Results. A number of actions were launched to support students at risk of developing a disability or learning or adjustment difficulty. They chiefly focus on the manifestations of academic and behavioural difficulties rather than explore the underlying causes. Teachers could be provided with more support and teamwork opportunities, specifically through the greater involvement of non-teaching professionals in the implementation of CMR models. The findings also demonstrate the feasibility of implementing a CRM model in occupational therapy. The work of occupational therapists appears to assist all school teams in meeting the needs of students at risk of developing a disability or learning or adjustment difficulty, though some respondents still sought greater support.      

Conclusion. Fostering the implementation of models based on interprofessional and intersectoral collaboration could provide a more integrated view of the situation of students at risk of developing a disability or learning or adjustment difficulty in order to better support their inclusion.

Main researcher

Chantal Camden, Université de Shebrooke

Summary

Research report

Call for proposals

Deposit of the research report: January 2020