Meaningful participation in a general education classroom of a student with significant disabilities: bridging the fields of occupational therapy and inclusive education

ABSTRACT

Students with significant disabilities often attend general education (mainstream) classrooms, yet they are not receiving adequate support to experience full school participation. This qualitative case study was conducted to explore how key intrinsic (i.e. personal skills and abilities) and extrinsic (i.e. environmental) factors influence the participation of an elementary (primary) student with significant disabilities in an inclusive placement. Our goal was to promote a deeper understanding of meaningful participation that bridges the fields of occupational therapy and inclusive education. Using the Person-Environment-Occupation-Performance (PEOP) model as a theoretical framework and single-case design, data were collected from classroom observations and semi-structured interviews with the teacher, education assistant, and classmates of a third-grade student with physical and intellectual disabilities. Thematic analysis was deductive, guided by the theoretical framework. Findings suggest the expression of personal skills and abilities is dependent on extrinsic factors, such as the classroom culture and social environment. Findings also suggest a student with significant disabilities experiences minimal participation in occupations that foster academic inclusion. To promote meaningful participation in general education classrooms, we suggest addressing contextual factors that facilitate participation in occupations linked to the curriculum, thus supporting the need for collaborative partnerships between teachers and occupational therapists.

KEYWORDS:

• Inclusive education
• school-based occupational therapy
• significant disabilities
• participation
• qualitative case study

Acknowledgements

This article is based on the unpublished master’s thesis completed by Sarah Y. Skinner (2018). We gratefully acknowledge the participation and contribution of the participants of this study, as well as input from the thesis examining committee. The study was supported by a Graduate Student Research Grant from the Department of Educational and Counselling Psychology & Special Education, University of British Columbia.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sarah Y. Skinner

Sarah Y. Skinner, MA, Reg. OT(BC) is a registered occupational therapist and PhD Candidate in the Department of Educational & Counselling Psychology, and Special Education at the University of British Columbia, Vancouver, Canada. https://orcid.org/0000-0002-8066-5429

Jennifer Katz

Jennifer Katz, PhD, is an Associate Professor in Special Education in the Department of Educational & Counselling Psychology, and Special Education at the University of British Columbia, Vancouver, Canada.

Vicki F. Knight

Vicki F. Knight, PhD, is an Associate Professor in Special Education in the Department of Educational & Counselling Psychology, and Special Education at the University of British Columbia, Vancouver, Canada.