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2019 TASH Conference
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Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.

Saturday, December 7 • 8:30am - 9:20am
Perceptions of Participation: A Qualitative Case Study Exploring How a Student with Significant Disabilities Participates in an Inclusive Classroom Seating Available

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Limited Capacity seats available

This qualitative case study explores how a student with significant disabilities in the lower mainland of British Columbia participates an inclusive classroom, using The Canadian Model of Occupational Performance and Engagement (CMOP-E) as a theoretical framework. CMOP-E comes from the field of occupational therapy (OT) and offers a unique perspective on participation, by examining interactions between factors of the person, environment, and the activity (Polatajko, Townsend, & Craik, 2007). The purpose of this study was to further develop theory of school participation of students with significant disabilities and promote a shared understanding of participation between occupational therapists and educators. Results of this study suggest a student with significant disabilities participates in the social life of an inclusive classroom when they are part of a group and when their individual learning goals are woven into classroom activities and routines. When it comes to academic inclusion, a student with significant disabilities only participates in a restricted role, with little engagement in curricular content. Findings suggest that personal factors of the student (e.g., communication skills) facilitate participation, but also reveal that personal factors of all classroom members (e.g., values, skills, and role of the teacher and education assistant; student perceptions of participation) and how these factors interact with each other are more influential than the individual student factors alone. Results of this study support the need for further development of the relationship between OT and school participation and for continued research and development of collaborative practices between educators and specialists.

Presenters
avatar for Sarah Skinner

Sarah Skinner

I am a doctoral student in the Faculty of Education at the University of British Columbia, studying under the supervision of Dr. Jennifer Katz and Dr. Janet Jamieson. My research interests focus on participation of students with significant disabilities in inclusive classrooms and... Read More →


Saturday December 7, 2019 8:30am - 9:20am
Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

Attendees (6)




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