Purpose: To investigate the relevance of education training to occupational therapists and physiotherapists (therapists) in their delivery of rehabilitation services in early child educational settings in Hong Kong.
Method: A qualitative study was carried out on seven therapists who were completing their educational studies at postgraduate level and six informed-consenting classroom educators, each of whom had worked with one of the therapists. A mainly open-ended questionnaire for collecting initial data was administered on the therapists, who were also requested to elaborate further on their responses. Concurrently, individual, audiotaped semi-structured interviews were held with the educators. The data were inductively analysed through categorical coding and themes derived separately for each group, with the authors reaching consensus in organizing the identified themes.
Results: The 100% response from the therapists revealed that they had acquired more confidence with increasing knowledge of educationally-relevant issues and applied them in collaborative practice with educators. Their current programmes extended beyond unidisciplinary paediatric habilitation. The educators' interview transcripts supported these findings. Some ways of applying knowledge and delivering educationally-relevant therapy were discussed.
Conclusions: Incorporation of education-training as continuing education for therapists employed in childhood educational settings is important for maximizing quality paediatric rehabilitation in these settings. [Copyright of Disability and Rehabilitation is the property of Informa Healthcare . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0963828031000090407]
