Analysis concerning place and importence of occupational therapy in the program of intergration of d

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Contribution of occupational therapy to the
integration of children with special needs in
mainstream education (study in Bacau city)
Part of the JOINT ACTION project (Leonardo,
Socrates, Youth) facilitation and participation
of young persons with disabilities in an enlarged
Europe

• By
• Raveica, G. Lecturer - University of Bacau (RO)
• Rata, M. Assistant - University of Bacau (RO)
• Dijkstra, N. Student - Hogeschool van Amsterdam
  (NL)
• Vrielink, W. Student - Hogeschool van Amsterdam
  (NL)

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Joint Action Project- Objectives -

• The implementation of the (new) policies
  concerning persons with disabilities
• New services and projects focusing on the
  participation of (young) persons with
  disabilities in society
• OT education with a flexible Bachelors/ Masters/
  Postgraduate structure
• The recognition of the OT profession in BG/HU/RO
• Vocational training and training of daily living
  skills of young persons with disabilities
• The establishment of a continuous (international)
  and helpdesk for persons with disabilities and
  therapists

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Partners

• Associations of Persons with disabilities
• ENOTHE European Network of OT in HE
• 6 Universities,3 in Romania, 2 In Bulgaria,1
  Hungary
• Special and regular schools
• Rehabilitation centers
• County Councils

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Activities

• Carrying out 10 modules in Occupational Therapy
• Implementation of projects like a staff training
  program on inclusion
• Empowerment of the persons with disabilities (by
  developing independent living skills)

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Target groups of the project

• Groups of (young) persons with all kind of
  disabilities
• The lecturers and faculties of the
  participating universities
• Workers in the field of disability
• Staff of the counties and local authorities

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What is new?

• A new approach, based on client-centeredness and
  participation of disabled in all life areas
• Introduction of a new profession in BG/HU/RO
• Introduction of new teaching methods, problem-and
  project based and distance learning
• The direct involvement of all partners
• The shift from institutional care towards
  community care
• Opportunities for new research (participation
  through occupation)
• The development of a shared vision between health
  and social care for persons with disabilities

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Definition of OT

• Occupational therapy uses a client centered
  approach through the medium of activity to enable
  occupational performance and promote well being
  within the environment, in order to enhance
  quality of life
• (ENOTHE - European Network of Occupational
  Therapy in Higher Education 2000)

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Occupational Therapy in general (1)

• Skilled treatment that helps individuals cope
  with daily activities in all facets (activities)
  of their lives
• Promote, develop, restore and maintain needed
  abilities to prevent dysfunction
• Design programs to meet demands of persons
  working, social, personal and domestic
  environment
• (WFOT - World Federation of Occupational
  Therapists)

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Occupational Therapy in general (2)

• Active involvement of the person in the
  therapeutic process client centered
• Occupational Therapy is based on the knowledge
  that purposeful activity can promote health and
  well-being in all aspects of daily
• life!
• (WFOT - World Federation of Occupational
  Therapists)

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How do Occupational Therapist work?

• Assessment
• Planning
• Intervention
• Cooperation

• Intervention in positioning

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Inclusion in Bacau

• Aim
• To facilitate inclusion of children
• with special needs in mainstream education.
• (age 5-11 yrs)
• by introducing Occupational Therapy
• Start
• Analysis current situation Bacau

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Research Group

• 90 children from primary education,
• 60 children from kindergarten,
• 20 teachers,
• 75 parents,
• 10 caretakers (maternal assistant, instructors of
  education)
• 12 other persons involved in the integration
  process 2 school inspectors, 2 directors of
  kindergarten, 2 directors of Community Services
  Complex, 1 director of NGO, 2 directors of
  primary schools, 3 psychologists

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Research methods

• Observation of the educational system, methods,
  attitudes, communication and relationships
• Interview of teachers, children and parents/
  caretakers
• Opinion Questionnaire for children, teachers and
  parents/ caretakers

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Results

• Child with special needs
• Want to be included because they learn more
• Have difficulties with
• Strict rules
• Friendships
• Concentration
• High expectations

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Results

• Teachers
• See integration positive for the child, but have
  difficulties
• Consider child with special needs
• gets too little preparation in advance
• takes too much attention away from the rest of
  the class
• Consider teachers
• have too little knowledge and information
• have too little preparation
• Are open to collaborate to improve this situation

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Results

• Parents
• Most do not agree with integration
• Consider child with special needs
• can bring diseases
• takes too much attention away from their own
  child
• has bad influence on their own child

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Results

• Peers
• See integration positive from the point of view
  of the child with special needs
• Most do not agree with integration.
• Consider child with special needs bad and/or
  dirty.

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Role Occupational Therapy in inclusion (1)

• Evaluate occupational performances of the child
  with special needs using OT assessment tools
• Facilitate inclusion by different OT intervention
  strategies
• Identify environmental problems/ barriers in
  inclusion using OT methods
• Give advises concerning the social and material
  environment of the child

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Role Occupational Therapy in inclusion (2)

• Individual interventions on the child to improve
  occupational performance (to own level, needs and
  wishes)
• Environmental intervention strategies
• Changes in curricula or learning methods
  (occupations) of the child in a team approach

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Role Occupational Therapy in inclusion (3)

• Give and share information/ knowledge
• Promoting the inclusive education, improve the
  acceptance and understanding
• Improve participation in the inclusion process
  of child (centre), peers, parents and teachers

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Conclusions (1)

• Occupational Therapy can play a valuable role in
  inclusion?
• The child with special needs is an integrated
  child but not an included child yet

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Conclusions (2)

• The preparation and the information of all
  community is necessary to obtain a real inclusion
• Partnership and communication between all the
  institutions involved in the inclusion process
  and especially the CHILD with special needs are
  the key points to facilitate the participation of
  the child

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Further actions for this project

• Open discussions with all involved parties to
  create awareness and define the components of the
  problem
• Develop a training program for staff of pilot
  schools
• Develop a brochure for teachers about inclusion
  of children with special needs

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Discussion

• We would like to invite you to discuss about the
  future role of Occupational Therapy in the area
  of inclusion in mainstream education!