Occupational Therapy Service for Special Education in Malaysia: Facilitating the Implementation of Practice
Main Article Content
Abstract
Occupational therapy is the profession of supporting children with special needs to optimise participation in the school curriculum. Occupational therapy service in school is described as an integrated service between stakeholders to support inclusive education, special education, and mainstream programmes. This research explored three main objectives, (1) the status of occupational therapy service delivery for special education in Malaysia, (2) the specification of the occupational therapy capacity within special education, and (3) the challenges in the implementation of the practice in the Malaysian context. The research employed quantitative study and individual semi-structured interviews with occupational therapy professionals and special education teachers. A descriptive analysis was utilised for the quantitative research, and a thematic analysis was applied for open-ended interview questions. The finding showed a scarcity of occupational therapy service provision in the special education programs in Malaysia. The function of school-based occupational therapy practitioners was mainly providing screening, individual assessment and intervention, training to teachers and parents, and consultation on special education school placement. The themes that appeared in challenges encountered in the practice implementation were the inadequacy of school-based occupational therapists in the practice setting, funding deficiency in terms of facilities, political governance impact, and the collaborative practice between teachers and therapists. In conclusion, this study provides
insights and discernment on implementing school-based occupational therapy practice to support special education service delivery in Malaysia. This study is significant to highlight the necessity to strengthen special education provision through support service practice.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
An, M., Palisano, R. J., Yi, C. H., Chiarello, L. A., Dunst, C. J., & Gracely, E. J. (2019). Effects of a collaborative intervention process on parent-therapist interaction: A randomized controlled trial. Physical and Occupational Therapy in Pediatrics, 39(3), 259–275. https://doi.org/10.1080/01942638.2018.1496965
Benson, J. D., Breisinger, E., & Roach, M. (2019). Sensory-based intervention in the schools: A survey of occupational therapy practitioners. Journal of Occupational Therapy, Schools, and Early Intervention 12(1), 115–128. https://doi.org/10.1080/19411243.2018.1496872
Bolton, T., & Plattner, L. (2019). Occupational therapy role in school-based practice: Perspectives from teachers and OTs. Journal of Occupational Therapy, Schools, and Early Intervention, 13, 136–146. https://doi.org/10.1080/19411243.2019.1636749
Caidor, M. (2015). The evaluation of School-Based Occupational Therapy (SBOT) services in public schools: A survey of parents’ and teachers’ perceived knowledge, involvement, and satisfaction. ProQuest Dissertations and Theses, 195.
Chee, J. D. (2016). Pearson’s product-moment correlation: Sample analysis [University of Menoa]. https://doi.org/10.13140/RG.2.1.1856.2726
Clough, C. (2019). School-based occupational therapists’ service delivery decision-making: Perspectives on identity and roles. Journal of Occupational Therapy, Schools, and Early Intervention, 12(1), 51–67. https://doi.org/10.1080/19411243.2018.1512436
Donica, D. K., Larson, M. H., & Zinn, A. A. (2012). Survey of handwriting instruction practices of elementary teachers and educational programs: Implications for occupational therapy. Occupational Therapy in Health Care, 26(2–3), 120–137. https://doi.org/10.3109/07380577.2012.693244
Friedman, Z. L., Hubbard, K., & Seruya, F. (2022). Building better teams: Impact of education and coaching intervention on interprofessional collaboration between teachers and occupational therapists in schools. Journal of Occupational Therapy, Schools, & Early Intervention, 16(2), 173–193. https://doi.org/10.1080/19411243.2022.2037492
Garfinkel, M., & Seruya, F. M. (2018). Therapists’ perceptions of the 3:1 Service Delivery Model: A workload approach to school-based practice. Journal of Occupational Therapy, Schools, and Early Intervention, 11(3), 273–290. https://doi.org/10.1080/19411243.2018.1455551
Hemming, K., Taljaard, M., McKenzie, J. E., Hooper, R., Copas, A., Thompson, J. A., Dixon-Woods, M., Aldcroft, A., Doussau, A., Grayling, M., Kristunas, C., Goldstein, C. E., Campbell, M. K., Girling, A., Eldridge, S., Campbell, M. J., Lilford, R. J., Weijer, C., Forbes, A. B., & Grimshaw, J. M. (2018). Reporting of stepped wedge cluster randomised trials: Extension of the CONSORT 2010 statement with explanation and elaboration. BMJ, 363, k1614. https://doi.org/10.1136/bmj.k1614
Ianni, L., Camden, C., & Anaby, D. (2022). How can we evaluate collaborative practices in inclusive schools? Challenges and proposed solutions. Journal of Occupational Therapy, Schools, and Early Intervention, 16(3), 346–367. https://doi.org/10.1080/19411243.2022.2054486
Imms, C., Froude, E., Mang, Y. C. E., Sheppard, L., Darzins, S., Guinea, S., Gospodarevskaya, E., Carter, R., Symmons, M. A., Penman, M., Nicola-Richmond, K., Hunt, S. G., Gribble, N., Ashby, S., & Mathieu, E. (2018). Simulated versus traditional occupational therapy placements: A randomised controlled trial. Australian Occupational Therapy Journal, 65(6), 556–564. https://doi.org/10.1111/1440-1630.12513
Kadar, M., Chai, S. C., Geoh, M. K., Razaob, N. A., & Yunus, F. W. (2019). Review on the effects of occupational therapy intervention in improving handwriting skills among preschool children. Jurnal Sains Kesihatan Malaysia, 17(02), 89–95. https://doi.org/10.17576/jskm-2019-1702-10
Kadar, M., McDonald, R., & and Lentin, P. (2015). malaysian occupational therapists’ practices with children and adolescents with autism spectrum disorder. British Journal of Occupational Therapy, 78(1), 33–41. https://doi.org/10.1177/0308022614561237
Kaelin, V. C., Ray-Kaeser, S., Moioli, S., Stalder, C. K., Santinelli, L., Echsel, A., & Schulze, C. (2019). Occupational therapy practice in mainstream schools: Results from an online survey in Switzerland. Occupational Therapy International, 2019, 1–9. https://doi.org/10.1155/2019/3647397
Laverdure, P., McCann, M., McLoone, H., Moore, L., & Reed, L. (2019). Developing quality indicators for school practice. Journal of Occupational Therapy, Schools, and Early Intervention, 12(1), 38–50. https://doi.org/10.1080/19411243.2018.1496871
Leigers, K. L. (2017). Social participation in schools: Developing the role of occupational therapy practitioners [Doctoral dissertation, University of Kentucky], Theses and Dissertations--Rehabilitation Sciences. 41. https://uknowledge.uky.edu/rehabsci_etds/41
Liamputtong, P. (2019). Qualitative research methods (5th ed.). Australia & New Zealand: Oxford University Press.
Mekyska, J., Faundez-Zanuy, M., Mzourek, Z., Galaz, Z., Smekal, Z., & Rosenblum, S. (2017). Identification and rating of developmental dysgraphia by handwriting analysis. IEEE Transactions on Human-Machine Systems, 47(2), 235–248. https://doi.org/10.1109/THMS.2016.2586605
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Josse Bass.
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013–2025. https://www.pmo.gov.my/wp-content/uploads/2019/07/Malaysia-Education-Blueprint-2013-2025.pdf?utm_source=chatgpt.com
Missiuna, C. A., Pollock, N. A., Levac, D. E., Campbell, W. N., Whalen, S. S., Bennett, S. M., Hecimovich, C. A., Gaines, B. R., Cairney, J., & Russell, D. J. (2012). Partnering for change: An innovative school-based occupational therapy service delivery model for children with developmental coordination disorder. Canadian Journal of Occupational Therapy, 79(1), 41–50. https://doi.org/10.2182/cjot.2012.79.1.6
Missiuna, C., Pollock, N., Campbell, W., Decola, C., Hecimovich, C., Whalen, S. S., Siemon, J., Song, K., Gaines, R., Bennett, S., McCauley, D., Stewart, D., Cairney, J., Dix, L., & Camden, C. (2017). Using an innovative model of service delivery to identify children who are struggling in school. British Journal of Occupational Therapy, 80(3), 145–154. https://doi.org/10.1177/0308022616679852
Nadhir, M., Alfa Nur, A. N., & Erman, A. (2016). Special Education for children with disabilities in Malaysia: Progress and obstacles. Geografia: Malaysian Journal of Society & Space, 12(10), 78–87.
Ng, S. L., Lingard, L., Hibbert, K., Regan, S., Phelan, S., Stooke, R., Meston, C., Schryer, C., Manamperi, M., & Friesen, F. (2015). Supporting children with disabilities at school: Implications for the advocate role in professional practice and education. Disability and Rehabilitation, 37(24), 2282–2290. https://doi.org/10.3109/09638288.2015.1021021
Nilholm, C. (2020). Research about inclusive education in 2020: How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370. https://doi.org/10.1080/08856257.2020.1754547
O’Donoghue, C., O’Leary, J., & Lynch, H. (2021). Occupational therapy services in school-based practice: A pediatric occupational therapy perspective from Ireland. Occupational Therapy International, 2021, 1 – 11. https://doi.org/10.1155/2021/6636478
Polit, D. F., & Beck, C. T. (2009). International gender bias in nursing research, 2005–2006: A quantitative content analysis. International Journal of Nursing Studies, 46(8), 1102–1110. https://doi.org/10.1016/j.ijnurstu.2009.02.002
Rens, L., & Joosten, A. (2014). Investigating the experiences in a school-based occupational therapy program to inform community-based paediatric occupational therapy practice. Australian Occupational Therapy Journal, 61(3), 148–158. https://doi.org/10.1111/1440-1630.12093
Restall, G., Diaz, F., & Wittmeier, K. (2020). Why do clinical practice guidelines get stuck during implementation and what can be done: A case study in pediatric rehabilitation. Physical & Occupational Therapy in Pediatrics, 40(2), 217–230. https://doi.org/10.1080/01942638.2019.1660447
Sharma, S. (2013). Qualitative approaches in Mathematics education research: Challenges and possible solutions. Education Journal, 2(2), 50. https://doi.org/10.11648/j.edu.20130202.14
Spencer, K. C., Turkett, A., Vaughan, R., & Koenig, S. (2006). School-based practice patterns: A survey of occupational therapists in Colorado. American Journal of Occupational Therapy, 60(1), 81–91. https://doi.org/10.5014/ajot.60.1.81
Villeneuve, M. (2011). Learning together: Applying socio-cultural activity theory to collaborative consultation in school-based occupational therapy practice [Doctoral dissertation, Queen’s University, Canada]. Retrieved from http://qspace.library.queensu.ca
Wilson, A. L., & Harris, S. R. (2018). Collaborative occupational therapy: Teachers’ impressions of the Partnering for Change (P4C) Model. Physical and Occupational Therapy in Pediatrics, 38(2), 130–142. https://doi.org/10.1080/01942638.2017.1297988
World Federation of Occupational Therapist. (2017). Definition of occupational therapy. https://wfot.org/resources/definitions-of-occupational-therapy-from-member-organisations
Zainol, M., & Abdul Majid, R. (2013). Pelaksanaan terapi cara kerja demi penguasaan kemahiran motor halus murid bekeperluan khas di sekolah (The implementation of occupational therapy service in acquiring fine motor skills for special needs children in school). Journal of Special Education, 3(1), 81–91.
Zainol, M., Kadar, M., Razaob, N. A., & Yunus, F. W. (2021). The need for a handwriting intervention guideline for occupational therapists in the Malaysian context. Journal of Occupational Therapy, Schools, & Early Intervention, 22(1), 1–22.
Zainol, M., Kadar, M., Razaob, N. A., & Yunus, F. W. (2022). The effectiveness of occupational therapy handwriting intervention for children with motor coordination issues: A systematic review. Jurnal Sains Kesihatan Malaysia, 20(2), 161–177. https://doi.org/10.17576/JSKM-2022-2001-15