Implementing Pathways and Resources for Engagement and Participation (PREP) for Children with Disabilities in Inclusive Schools: A Knowledge Translation Strategy

Abstract

Aims: To examine the effectiveness of PREP (Pathways and Resources for Engagement and Participation) knowledge translation (KT)-program on (a) change in practice behaviors and improved knowledge of school-based occupational therapists, and (b) participation of children with disabilities in inclusive education.

Methods: A mixed-methods design was employed. Therapists (n = 39) completed a 30-hour program. Each therapist applied PREP intervention to one child (n = 39) aged 4-15 (Mean = 9.31, SD = 2.4). Therapists’ outcomes included: (a) knowledge of PREP evaluated using a clinical vignette, analyzed descriptively, (b) change in practice behavior measured by the Professional Evaluation and Reflection on Change Tool (PERFECT), analyzed thematically. Change in children’ participation pre- and post-KT-program and during follow-up was measured by the Canadian Occupational Performance Measure (COPM), analyzed using ANOVA.

Results: Therapists acquired knowledge of PREP (vignette mean score 17.7/20). PERFECT revealed therapists’ self-perceived changes in practice: incorporating an environmental perspective, expanding partnerships, and redirecting focus on participation. Completing the KT-program was a primary enabler and reason for change. Children’s participation significantly improved post KT-program and during follow-up in both performance (p < 0.001) and satisfaction (p < 0.001).

Conclusions. KT strategies, as illustrated in this study, accelerated the uptake of evidence-based interventions, minimizing existing ’know-do' gaps and promoting children’s health through participation.

Keywords:

• Knowledge translation
• inclusive education
• participation
• dissemination
• childhood disability

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. As the corresponding author, I certify that all funding information and conflict-of-interest disclosures are complete for both myself and my co-authors.

Notes on contributors

Michal Waisman-Nitzan

Michal Waisman-Nitzan, PhD, OTR, has 26 years of experience as an occupational therapist in educational settings. She is currently a Postdoctoral fellow at the School of Physical and Occupational Therapy at McGill University Canada. Her research concerns the effects of different environmental dimensions on the participation of people with disabilities in vocational and educational contexts.

Yonat Ivzori

Yonat Ivzori, PhD, OT, is the National supervision of occupational therapists in the Ministry of Education of Israel, research associate in the Department of Occupational Therapy at the University of Haifa and a lecturer at the department of Special Education, Oranim Academic College of Education. Her professional specialization includes transitional programs for youth with disability and for youth at risk, career education and School Based Occupational Therapy (SBOT).

Dana Anaby, PhD, is an Associate Professor at the School of Physical and Occupational Therapy at McGill University, Canada. She holds a PhD in Rehabilitation Sciences from the University of British Columbia and Post-Doctoral training at CanChild. Her research focuses on participation and well-being of children and youth with physical disabilities, in particular, leisure participation. Dana holds the Research Scholar salary award from Fonds de recherche du Québec -Santé (FRQS).