NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ908172
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1175-9232
Working Together: An Occupational Therapy Perspective on Collaborative Consultation
Hasselbusch, Andrea; Penman, Merrolee
Kairaranga, v9 n1 p24-31 2008
The focus of this study was to explore the occupational therapy consultation process used with students on the autistic spectrum attending their regular school. Individual, in-depth interviews with senior occupational therapists were employed to collect the data. Grounded theory (Glaser & Strauss, 1967; Strauss, 1987; Strauss & Corbin, 1998), a qualitative research methodology, was used to develop a high-level description and conceptual ordering as an initial step towards developing a consultation model. Constant comparative analysis of the data revealed three interactive and interdependent processes, "Joining Up", "Finding A Way" and "Walking and Talking". These processes often occur simultaneously and greatly influence each other. The central concept was identified as "Working Together", which highlights the collaborative nature of the consultation process. The context of the inclusive education environment requires a strong ecological approach as an essential aspect of therapists' practice. The consultation process described uses occupational therapists' day-to-day experience and is grounded within the inclusive education setting in Aotearoa New Zealand. (Contains 1 figure.)
New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act