Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teacher’s Perspectives of Integrated Therapy Service Deliveries: A Case Study

  • Vidya Pingale, MS, PhD, OTR (Author) Hofstra University image/svg+xml
    Dr. Vidya Pingale is an assistant professor of occupational therapy at Hofstra University. She has more than 20 years of experience providing occupational therapy services to children with disabilities across various settings, including early intervention, hospitals, and public schools. Her interests include inclusion and service delivery of related services, living with a child with disabilities, evidence-based practice, and sensory-based intervention in school settings. She has a Ph.D. in occupational therapy.
  • Tina S. Fletcher, EdD, MFA, OTR (Author) Texas Woman’s University image/svg+xml
    Dr. Tina S. Fletcher is a professor of occupational therapy at Texas Woman's University. She focuses on improving participation in communities and schools for visitors with differing abilities using sensory strategies, environmental supports, and curriculum development. She was a public school related services provider for 27 years and has an EdD in educational design and curriculum instruction. See her work at www.planningforautism.com.
DOI
https://doi.org/10.64546/jaasep.527
Abstract
This qualitative case study explored an elementary school teacher’s perspectives of integrated therapy service deliveries (ITSD) using a semi-structured interview. An inductive emergent sampling was used to select the participant from an urban school district. A grounded theory approach was used to analyze the data and understand the teacher’s perspectives of ITSD within their personal, social, cultural, and environmental contexts. Analysis revealed teacher’s perspectives of ITSD, dynamic trajectories of ITSD, and interdependence as themes. The teacher’s perspectives of ITSD were influenced by the impact of ITSD on the classroom and the teacher’s sense of control in the classroom. Trajectories of ITSD were shaped by variations in the implementation process, presence of catalysts, and integration into the classroom. Interdependence was seen between trajectories of ITSD and teacher’s perspectives. Overall, the teacher viewed ITSD as beneficial, and their perspectives were crucial for the success of ITSD.
Keywords
Barriers, Elementary Education, Elementary School Teachers, Intervention, Preschool Education, School Districts
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How to Cite
Pingale, V., & Fletcher, T. S. (2024). Teacher’s Perspectives of Integrated Therapy Service Deliveries: A Case Study. Journal of the American Academy of Special Education Professionals, 18(3), 8-20. https://doi.org/10.64546/jaasep.527

Fall 2023

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  • Article Type Articles
  • Submitted September 4, 2024
  • Published October 15, 2024
  • Issue Fall 2023
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