Strategies for sharing perceptions with schoolteachers about the professionalism of occupational therapists affiliated with medical institutions in the consultation of independent activities for children with severe motor and intellectual disabilities: A mixed-methods study utilizing an explanatory sequential design

Abstract

A mixed-methods study utilizing an explanatory sequential design was implemented to investigate strategies for communicating perceptions of professionalism among occupational therapists working in medical institutions when providing consultation on independent activities for children with severe motor and intellectual disabilities. First, a survey was administered to both occupational therapists and schoolteachers, which revealed a shared understanding of 'physical movement', yet a discrepancy in awareness of 'support encompassing the six categories of independent activity' (Study 1). In light of the findings from Study 1, semi-structured interviews were conducted with experienced occupational therapists and analyzed utilizing the SCAT method. The results of this study clearly elucidated the factors contributing to the differences in perceptions and the collaborative process based on the school's cultural and institutional perspectives, and proposed strategies for effectively communicating perceptions with schoolteachers (Study 2).