Research has shown that collaboration and an integrated therapy model are best practice in school based therapies.
Students have the opportunity to practice their emerging skills in all areas of their school day when this occurs. They are not limited to the direct service sessions. Goals should be written with a team approach so data can be collected across all settings.
Despite the knowledge of this best practice, therapists still report barriers to collaboration. Barriers include time to meet, role release, flexibility of scheduling and team cooperation.
This challenge is especially evident in the public school model where therapists are at multiple schools, working with a variety of teams of therapists and staff who rarely overlap in the same place. Often therapists change from year to year, further disrupting the team. Additional planning and collaboration time is not often worked into overflowing schedules. Therapists tend to write their goals in isolation based on a traditional model of therapy. If a child is disruptive in class, the teacher may want a break from the student, and some therapists prefer the older pull-out model of service.
The benefits of collaboration range from extra physical support in the classroom to building awareness of issues and allowing for creative problem solving. It allows for an OT to see where they can support a student’s mobility or a PT to see how to model on AAC. Offering movement opportunities within the classroom can support the whole class even if only a few students receive direct service. Typical peers can serve as role models in the classroom as well as in PE and at recess.
What can we do to support collaboration in public schools?
1. Educate teachers, families and special education supervisors on the benefits of using this established best practice.
3. Communicate with our therapy peers and classroom teachers.
4. Ensure Specially Designed Instructions are thoughtful and support goal work throughout the day- examples:
Integrating into the classroom and collaborating with therapy peers takes time and practice, but the positive outcomes have been proven. It supports the least restrictive environment which is our collective goal. 2 It takes a concerted effort from all parties but can be started with an email and a team meeting. If your school’s administration is not aware of the benefits, it is our job as related services to educate them and to provide evidenced based therapy.
Author: Amy Wolstenholme, PT, DPT