Leaders’ Visions of Rehabilitation Services for Children in Ontario’s Schools: Effective Collaboration between Education and Health Sectors
Bibliographic record
Abstract
Leaders in Ontario’s district school boards (DSBs) and children’s treatment centers (CTC’s) share responsibility for rehabilitation therapy services in inclusive schools. Children with or at risk of disability rely on these services to enable their participation in learning and social environments. The aim of this study was to explore how leaders in DSBs, CTCs and the community envision effective collaboration in rehabilitation therapy services to advance collaboration in service of children with or at risk of disability and their families. Seven 90-minute online semi-structured focus groups were conducted involving a total of 36 education, community and health leaders and data were analyzed thematically. An eighth focus group comprised of representatives from the seven previous groups was conducted to validate the findings and develop recommendations. Three themes were established: collaboration is a relational and intentional process, forging a path forward to serve children with rehabilitation therapy needs, and leaders’ attributes needed to effect change. The participants recommended the following next steps: clarifying provincial standards for services including roles of all partners, knowledge building within schools, and utilizing existing evidence-based tools. A shared vision of rehabilitation therapy services is needed for effective collaboration between health and education sectors. Future research should involve leaders from health and education sectors, with parents, children and other partners in co-designing, implementing, and evaluating rehabilitation services in schools.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".