| Summary: | Magister Scientiae (Occupational Therapy) - MSc(OT) === The collaboration between occupational therapists and teachers within the classroom is a
relatively new practice in South Africa and few literature sources can be found reporting on
studies in this regard specifically on descriptions of relevant models for such collaboration.
There is a need for a better understanding of how occupational therapists and teachers can work
collaboratively within a classroom approach, together address learners’ needs and so make the
curriculum accessible to all learners. According to South Africa’s key education policies, all
children can learn and need support. Inclusive education acknowledges the diversity of learners
and that each learner learns differently. The aim of this study was to explore and describe
teacher- occupational therapist collaboration in the implementation of a classroom approach to
address learning support strategies in order to enhance inclusive education in three primary
mainstream schools in the Metro North education district of the Western Cape. More
specifically, the study explored teachers and occupational therapists’ perspectives and
experiences regarding inclusive education and factors that influence teacher-occupational
therapist collaboration while adopting a classroom approach to learning barriers. A qualitative
research approach and single, exploratory descriptive case study design was utilised. Data
collection included document review, focus groups and semi- structured interviews that was
analysed through thematic data analysis. The strategies of member checking, reflexivity and
peer debriefing were utilised to ensure trustworthiness of the study. Ethics clearance was
obtained from the UWC Humanities and Social Sciences Research Ethics Committee as well
as the Western Cape Department of Education. Four themes emerged from data analysis:
Theme 1 explores education for all that illustrates the participant’s understanding of inclusion;
Theme 2 highlights working together in the classroom and the meaning and value of
collaborative teaching for the learner; Theme 3 explains the factors that facilitate the
implementation of a Curriculum of Support and Theme 4 concludes with factors that inhibit the classroom approach for inclusion. The significance of this study lies in its ability to offer
a conceptual understanding of the effective implementation of learning support strategies
through teacher-occupational therapist collaboration and the experiences of those involved in
enhancing inclusive education in mainstream schools. The findings of this study are helpful for
the development of teacher support and inclusive learning strategies using the whole classroom
approach.
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