1. Embedding participation in schools: embracing the Partnering for Change (P4C) model in London
© Missiuna, Pollock, Cambell, Levac and Whalen, CanChild, McMaster University, 2016

2. Universal Design for Learning (UDL)
Equal access to learning
Enhanced capacity of all students
Remove barriers that prevent participation
“Good for all, essential for some”
Multi-sensory approach
Posture poems
Different scissors on tables
Movement breaks
Classroom furniture
Grading activities
Co-teaching

3. How have we been doing it?
Pilot Project First Year
4 schools
4 therapists
Focus on UDL
Pilot Project
Second Year
9 schools
8 therapists
Pilot Project Third Year
7 therapists
Full model
RCOT 2014
Hutton et al 2016

4. How do we plan and measure?
Pollock et al. 2017

5. What have we been able to measure?
135.5 hours of whole class activities, reaching 1038 students = 10% of primary school aged students in Camden
Termly meeting
with SENDCO
Training
Individual strategy trial
Classroom
environment
advice
Teacher liaison
Whole class activity
Observations

6. What do the teachers and SENDCOs say?
The project enables early identification of children who need extra support. It also give the class teacher valuable ideas that she can build into her own teaching. I believe that is a really great way of sharing the OT’s expertise and in the long run it will provide more support for more children
Identifying children; immediate implementation of ideas/ interventions
The impact is wider than 1:1 work and is sustained. It supports whole school working in addition to individual children
It builds up staff knowledge and you have an OT with real expertise visiting the school on a regular basis

7. Challenges Changing from a caseload to workload mentality
Collaborative consultation
Time to meet and plan with teachers
Linking with parents
Outcome measures
Wintle et al. 2017
Looking at offer to all maintained local authority schools
Reviewing impact and outcome measures

8. Steal… Regular days/times so that school staff know when to expect you
Explaining rationale for recommendations
Choosing the right time to share knowledge
Peer support
Whose goals are they?
How is your workload & time distributed?
Carry out assessment and strategy trial in context
Coaching, problem solving approach using guided discovery
Shana Boltin
Lead OT for Mainstream Schools Team
Royal Free London
@RFHPaediatricOT

9. References
AOTA Transforming Caseload to Workload in School-Based and Early Intervention Occupational Therapy Services. /media/Corporate/Files/Practice/Children/Resources/Transforming%20Caseload.ashx
Campbell WN, Missiuna CA, Rivard LM, & Pollock NA (2012). “Support for everyone”: Experiences of occupational therapists delivering a new model of school-based service. Canadian Journal of Occupational Therapy, 79(1),
Hutton E, Tuppeny S, and Hasselbusch A (2016). Making a case for universal and targeted children's occupational therapy in the United Kingdom. British Journal of Occupational Therapy, 79 (7),
Missiuna CA, Pollock, NA, Levac, DE, Campbell WN, Whalen SDS, Bennett SM, Hecimovich CA, Gaines BR, Cairney J & Russell DJ (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), pp
Pollock NA, Dix L, Whalen SDS, Campbell WN, & Missiuna CA (2017). Supporting occupational therapists implementing a capacity-building model in schools. Canadian Journal of Occupational Therapy, 84(4-5), 242 – 252.
Wintle J, Krupa T, Cramm H, & DeLuca C (2017). A scoping review of the tensions in OT–teacher collaborations. Journal of Occupational Therapy, Schools, & Early Intervention, 10(4),  , doi:  /
Witmere K (2002). The evolution of school-based speech-language services: A half century of change and a new century of practice. Communication Disorders Quarterly, 23 (2), 68-76, doi: /

10. What have we been able to measure?
135.5 hours of whole class activities, reaching students = 10% of primary school aged students in Camden

11. Caseload  Workload Mentality
Number of CYP allocated
Number of intervention sessions during a given time period
Medical model
Workload
All the work activities that benefit students directly & indirectly
Relates to RtI service model
AOTA 2014