Curriculum differentiation for handwriting and occupational therapy/teacher partnership: collaboration or conflict?

Collaborative practice between health and education professionals is considered central to the implementation of inclusion policies and best practice to support children with special educational needs (SEN). However, in Ireland, barriers to collaborative practice between occupational therapists and teachers include limited contact in practice settings and lack of interagency collaboration structures. This paper investigates the process of collaborative practice using findings of a study involving 46 children with Down Syndrome (DS), their teachers and an occupational therapist in the collaborative application of a handwriting teaching method. While teachers reported finding the collaborative approach useful, conflict arose regarding how to differentiate the curriculum to meet complex individual needs. Findings are discussed in the light of current resource constraints, the agenda for inclusive practice, and amalgamating differing professional perspectives to ensure appropriate curriculum differentiation. This paper concludes that ongoing occupational therapy (OT)–teacher collaboration is essential in developing appropriate educational goals and curriculum differentiation strategies for children with DS. Joint collaboration in educational policy development is advised. OT involvement in initial teacher education and continuing professional development, and joint pre-/post-qualification education opportunities are recommended to enhance shared professional understandings. Government commitment to resourcing and developing structures to facilitate interagency collaboration is crucial.