JIP4L Resource Pack
Introduction
The Collaborative Partnership process (in particular explored in JIP4L stages 1-3) does not rely on individuals, but operates with distributed roles and systematic responsibilities. It involves more structure than initially has been described in the P4C service delivery model. Figure Partnership journey portrays the four phases that have been described by P4C occupational therapists and teachers in Sweden and in the Netherlands.
The P4C occupational therapists and teachers described collaboration in the classroom context as a continuous, multi-stage process defined as a unique mastery journey toward collaborative learning and trustful partnership. It has been indicated that therapists and teachers needed time to become familiar with the new collaboration, how they learned from each other, and that they enhanced children’s inclusion by applying strategies collaboratively. The results carry implications for the embedment of collaboration in schools and offer relevant strategies that serve the inclusion of all children. This tool has been used in theP4C process to document actions in different partnership process. Meuser et al. (2022) publication provides all the details of this journey and in the partnership journey video we explained the collaboration and partnership process to a wider audience.
Resource pack tools
In order to make sure that partnership can be coherent and also transferred to new classrooms and teams, the JIP4L P4C core team developed an additional tools (resource pack).
The JIP4L RESOURCE PACK includes 1) Partnership journey video; 2) three new tools that enable P4C partnership journey (P4C partnership journey tool; Relationship building tool; Online P4C observational and goal setting tool).
- Partnership journey video is describing the partnership stages of teacher and occupational therapists with best practice examples. Video – Partnership journey
- 3 tools that enable P4C partnership journey
- The P4C partnership journey tool (Photo 1)
- Relationship building tool (see Photo 2).
The relationship-building tool was designed in the P4C innovation community and inspired by the principles of Universal Design for Learning, the Person – Occupation – Environment Model (Law et al., 2006) and the Tired model. P4C -OT and teachers documented activities at each stage, allowing them to build their capacity and gather knowledge about P4C.
- The online P4C observational and goal setting tool (Photo 3)
Further, a P4C digital observational tool was developed to support the P4C team in observations, goal setting and evaluation of goals, available through the website. With this digital observational tool, P4C-team members could document their observations in real-time, set specific goals based on these observations, and then use the tool to evaluate progress towards those goals over time. The online accessibility of the pool greatly enhances the efficiency and effectiveness of the P4C team’s activities (see Photo 3).