Dana R Anaby1, Wenonah N Campbell2, Cheryl Missiuna2, Steven R Shaw3, Sheila Bennett4, Sitara Khan1, Stephanie Tremblay1, Jean-Claude Kalubi-Lukusa5, Chantal Camden6. 1. School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada. 2. School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada. 3. Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada. 4. Faculty of Education, Brock University, St. Catharines, Ontario, Canada. 5. Faculty of Education, Université de Sherbrooke, Sherbrooke, Quebec, Canada. 6. School of Rehabilitation, Université de Sherbrooke, Sherbrooke, Quebec, Canada.
Abstract
BACKGROUND: Inclusive educational environments can have a positive effect on the general health and well-being of children with disabilities. However, their level of academic success and participation remains limited. Considering scarce resources and high needs, identifying efficient methods for providing interdisciplinary services is critical. This scoping review, therefore, aims to (a) synthesize current evidence about principles for organizing and delivering interdisciplinary school-based support services for students with disabilities and (b) ascertain useful strategies for implementation of principles in the school setting. METHODS: Scholarly and grey literature in rehabilitation and education were reviewed collaboratively with school-based stakeholders. A search of five databases identified 13,141 references and resulted in 56 relevant articles published from 1998 to 2017. Information (e.g., principles to organize services and strategies for implementation) was extracted, and thematic analysis was used to summarize findings. RESULTS: Within the documents retained, 65% were scientific and 35% were grey. Services primarily targeted students with behavioral issues, followed by those with cognitive and learning disabilities with a focus on improving social-emotional functioning and academic performance. Thematic analysis revealed 10 common principles to guide service organization (e.g., collaborative interventions and support for teachers) and seven implementation strategies (e.g., training and coordination) for employing these principles. CONCLUSIONS: Findings can guide rehabilitation professionals, educators, and policy makers in restructuring well-coordinated collaborative services involving training and capacity-building of school-based service providers. Such knowledge can contribute to the improved provision of care and, consequently, promote children's school participation and inclusion.
BACKGROUND: Inclusive educational environments can have a positive effect on the general health and well-being of children with disabilities. However, their level of academic success and participation remains limited. Considering scarce resources and high needs, identifying efficient methods for providing interdisciplinary services is critical. This scoping review, therefore, aims to (a) synthesize current evidence about principles for organizing and delivering interdisciplinary school-based support services for students with disabilities and (b) ascertain useful strategies for implementation of principles in the school setting. METHODS: Scholarly and grey literature in rehabilitation and education were reviewed collaboratively with school-based stakeholders. A search of five databases identified 13,141 references and resulted in 56 relevant articles published from 1998 to 2017. Information (e.g., principles to organize services and strategies for implementation) was extracted, and thematic analysis was used to summarize findings. RESULTS: Within the documents retained, 65% were scientific and 35% were grey. Services primarily targeted students with behavioral issues, followed by those with cognitive and learning disabilities with a focus on improving social-emotional functioning and academic performance. Thematic analysis revealed 10 common principles to guide service organization (e.g., collaborative interventions and support for teachers) and seven implementation strategies (e.g., training and coordination) for employing these principles. CONCLUSIONS: Findings can guide rehabilitation professionals, educators, and policy makers in restructuring well-coordinated collaborative services involving training and capacity-building of school-based service providers. Such knowledge can contribute to the improved provision of care and, consequently, promote children's school participation and inclusion.
Authors: Marieke Coussens; Jeroen Maes; Annemie Desoete; Guy Vanderstraeten; Hilde Van Waelvelde; Dominique Van de Velde Journal: J Autism Dev Disord Date: 2021-11-20
Authors: Donald Maciver; Marion Rutherford; Stella Arakelyan; Jessica M Kramer; Janet Richmond; Liliya Todorova; Dulce Romero-Ayuso; Hiromi Nakamura-Thomas; Marjon Ten Velden; Ian Finlayson; Anne O'Hare; Kirsty Forsyth Journal: PLoS One Date: 2019-01-29 Impact factor: 3.240