It is the workshop material of the 1st International Congress of Clinical Occupational Therapy, which was held on July 21-22, 2018 in Fukuoka, Japan. It is about the past 10 years practical story about collaboration with teachers and occupational therapists supporting school children. Students have a diverse issue need comprehensive support by multidisciplinary professional's collaboration. Through mutual collaboration, education professionals and health professionals will be able to understand their own specialty and other specialties for comprehensive and general service in a deeper and pragmatic way.

1. The collaboration between school
teachers and occupational therapists
for students in South Korea
Ji, Seokyeon
Sensory Integration towards Social and Occupational being
Workshop of 1st International / 5th Japanese Congress of Clinical Occupational Therapy
- Advanced Occupation based practice -
Fukuoka 2018

2. 지석연 Seokyeon Ji
Few senior OT mentor/practitioner in Korea
%
Age
KAOT, 2017

3. 지석연 Seokyeon Ji
17%
14%
68%
Adult
Children
Etc. ; Caregiver, OT students
OT Study Population of JKSOT
KAOT, 2016

4. 지석연 Seokyeon Ji
Legislation for children in School (ROK)
• Public Health Care Act
o Article 2
• Disability Service Act
o Article 58
▪ Connecting welfare community center
▪ Connecting medical service
• Special Education Act/Law (2007)
o Article 24
▪ Therapeutic Support Center
▪ Therapy Room
▪ Therapist who is qualified/licensed by the law

5. 지석연 Seokyeon Ji
TechniqueOT-Personal
OT-OT
Occupation-based
Studying
OT-Children Individual - Group
OT-
Teacher
Special
Educator
School
Teacher
Development by
sharing
Collaborating
group
School Social group
Mentoring
Stop - Start Company Organization System
Professional
PARTNER!
Collaboration 2.0
My Story - Personal —> Practical —> Political
SupportingConnecting
Community
1-2 years 3-4 years 5-7 years 8-9 years 10 years 15 years 18 years ~
Wandering to
start as an OT
Starting with
few knowledge
Conflict and
Development
Stoppage
&
Expanding view
Challenge and
Try
Sustaining and
Enlightenment
Sense of Calling

6. 지석연 Seokyeon Ji
Working for Children
● Child
● Family
● Health professions
● Educators
● School
● Community
collaboratively
diversely

7. 지석연 Seokyeon Ji
Team Approach
● Disciplinary
● Multi-Disciplinary
● Inter-Disciplinary
● Trans-Disciplinary
Klein, JT (1990), Choi BC & Pak AW (2006)
draws on knowledge from different
disciplines but stays within their boundaries.
analyzes, synthesizes and harmonizes links
between disciplines into a coordinated and
coherent whole
integrates the natural, social and health
sciences in a humanities context, and
transcends their traditional boundaries.

8. 지석연 Seokyeon Ji
Re-cited from
https://kbrookepierson.wordpress.com/2014/07/14/what-exactly-is-a-transdisciplinary-approach-and-what-does-it-mean-for-objectives/
Team Approach

9. 지석연 Seokyeon Ji

10. 지석연 Seokyeon Ji
Educational Collaboration
Teacher

11. 지석연 Seokyeon Ji
Personal Trial
with Special Education teacher
• Preparing & Supporting School life
• Visiting School

12. 지석연 Seokyeon Ji
(Ji, et al. 2013)

13. 지석연 Seokyeon Ji
Teacher Occupational Theralist
Mother of child with difficulties Working for individual children with difficulties
Teacher of typical students Responding teacher’s questions
Aware necessity to get help to
understand diverse students
Aware Teachers need help to
teach diverse students
Asking OT to visit her class to get
help as her students
Visiting class : Aware OTs need to learn
children’s life in school
Organizing teacher’s education
program by OT
Through educating teacher :
Teachers are SMART!
Organizing teacher’s study
group
Organizing OT study group
after OTIPM course

14. 지석연 Seokyeon Ji
Personal Trial
with General Education teacher
• Visiting School
• Education for enhancing awareness
of the disability

15. 지석연 Seokyeon Ji
Teacher Occupational Theralist
STUDY GROUP:
2 times per month
‣ Book study
‣ Sharing experience
‣ Having OT’s education
program
‣ Teachers bacame to have
better understand to diverse
students and disabilities
‣ Sharing success experiences
were quite dominated by
experienced teachers, and
novice teachers felt the gap.
STUDY GROUP:
1 time per month
• 1st year: 1 OTIPM Case report
for 1 year by peer mentoring
• 2nd year: Repeating 2nd
OTIPM case and comparing 1st
case for reflection.
‣ OTs was aware their change
through repeating OTIPM case
studies
‣ Limitation: Predominate tasks
are reported through case
studies such as ADL, Play in OT
rooms. Rare case studies for
children’s school life. OT stays in
OT room only!

16. 지석연 Seokyeon Ji
Requesting from teacher group to OT
for
• Understanding children’s behaviors
ADHD
?
CP
Playing
Eating
Dressing
Moving in/outside
ASD <

17. 지석연 Seokyeon Ji
Requesting from teacher group
for
• Understanding children
Connecting with OT group
• Understanding activities (occupation)
OT also need to learn occupation in real life

18. 지석연 Seokyeon Ji
Collaborating OTs & Teachers
Suggesting Collaborating
- Challenge to teachers : opening the class
- Challenge to occupational therapists : managing time
Special
School
Teacher has
strong
desire to get
help from
OT.
3 OTs
joined.
Same Age
Group :
want to
know how
their
collaboratio
n will goes.
3 OTs
joined.
Teacher and
OT just
wanted to
their own
trial.
2 OTs
joined.
Teacher and
OT just
wanted to
their own
trial.
2 OTs
joined.
Teacher has
strong
desire to get
help from
OT .
3 OTs
joined.
Experienced
and skillful
teacher.
2 OTs
joined.
Leading
teacher’s
group
2015 ~ 2016

19. 지석연 Seokyeon Ji
Some proceeding
results

20. Encouraging Skillful Teacher by Occupational Therapists:
Through Occupational Therapists and the Teacher's Collaborative Works
Aeri YU, SISO(Sensory Integration toward Social & Occupational Being),Republic of Korea
Hanna PAENG, CCDS(Children’s center for developmental support) in EWHA Womans University, Republic of Korea
Seokyeon JI, SISO(Sensory Integration toward Social & Occupational Being), Republic of Korea
• 2 OT had observed performance of 1st grade students’ class for 2014 March to December.
• 22 times observations and 4 times discussion
?
Result
!
Conclusion
‘s Instructions or Helping Behavior
Lesson
Observation of the A’s
Performance
Learning the
Korean
“ㄱㄴㄷㄹ”
: Drawing and
Coloring
➢T told which objects are needed in the
activity and then S(students) gathered
the objects at their desk.
➢T told how to organize the objects at
their desk.(a crayon the left side and a
paper the right side of the desk)
➢T told S put another hand on the paper
to handle while coloring
➢T helped S individually to be aligned
their body and positioned behind the
desk.
➢T gave a cue to S for keeping the paces
during performance.
Performance
Analysis
T’s instruction,
Individual physical or
verbal helping
behavior,
Environment setting
Most students did
those performance
skills independently.
Intended purpose of social
interaction
Less challenging
0.21 Acquiring goods and
services
0.03 Gathering information
-0.02 Sharing information
-0.04 Conversing socially/
Small talk
-0.08 Problem solving/Decision
making
-0.10 Collaborating/Producing
More challenging
a Form of Play at Recess
?
Extended!!
a Form of Lesson‘s Class
Management
We understand that not only OT’s role is observing and analyzing students performance, but also finding teacher’s
strength and encouraging it as a resource of students’ occupation-based performance. Encouraging students’ school
participation through teacher’s adequate guide would be helped by OT’s direct observation in public school.
Teacher
I don’t know what the OT’s role in
public school.
I’m afraid OT just focus on the problem
in my class.
OT
What do I do collaborative works with
a teacher in public school?
Do I find students who have difficult in
school performance?
We understood real range of normal development
by observing 1st grade students’ performance! I realized my own strengths! Collaborating with OT
was useful!!
We knew the hierarchy of the first year students' perfo-rmance
skills. T's particular instructions or help behavior was
facilitated students' performance.
Various aspects of
real occupational
performance
Extended Parten’s Social Play hierarchy
Let’s find the teacher’s strength.
Let’s organize the frame of class management.
Parallel play Cooperative play Cooperative playAssociative play
Collaborating Problem solving
Gathering/Sharing information
with a partner
Gathering information to
a teacher
Method
Some proceeding
results

21. Collaborative Process of Occupational Therapist and Teacher
: Learning thorough Trial and Error
*HAM Chorom,KOT **WANG Bohyun,KOT ***HONG Eunho,KOT *JI Seokyeon,KOT
*SISO, **Wonkwang Child Development Institute, ***Seoul Southern Community Rehabilitation Center
Introduction
The purpose of this report is to investigate what we have learned thorough trial and error from collaboration of occupational therapists(OT) and elementary school teacher.
Occupational therapists implemented to observe referred children in the elementary school class and to clarify the reason and to apply interventions based on occupational
therapy intervention process model(OTIPM).
Conclusion
1. Considering that because having discussion and
exchanging opinions together for 3 OTs took quite long time
so that offering feedback was delayed. One-to-one
feedback between OT and teacher can be more effective
for fast feedback offering.
2. Teacher need to understand clearly about OT's role in
school for more smooth and effective teacher-OT
coorperation that OTs observe and make advices focused
on child's task performance, not teacher's teaching method.
3. Teacher need to realize that for increasing child's
performance in class, teacher need to understand child's
overall context related performance, his/her strength and
weakness and to adjust degree of difficulty.
Start
<Error>
1. The difficulties were not concrete and specific that the teacher says the
children show during the class.
2. The numbers of children to observe at once were too many to observe their
task performance exactly.
3. OT couldn't have enough discussion about the reason of children's difficulty,
so the suggestions for teacher was not clear.
4. School visiting schedule and feedback offering was irregular.
<Learning>
1. Need to interview specifically including children's context related to
their difficulties.
2. Need to reduce children number to observe at once and observe their
task performance in detail.
3. Need to have time to discussion for OTs for clarifying reason and
intervention.
4. Need to offer regular and efficient feedback.
Next
Step
T
T
OT
- How children who we meet in OT setting would do in actual school environment?
- What kind of role of OT could take in school which is children's main occupational environment?
- How could OT cooperate with school teacher?
There are some children who feel difficulty in class. Are
they possibly related to sensory integration problem?
We will check them with simple motor
assessment in school.
1. OT's school visit twice, teacher's OT setting visit once.
2. Assess whole class children with BOT-2 & Assess 3 children
especially teacher worried with ESI
3. The teacher visited OT setting and observed treatment.
4. OT provided a SI related book for teacher to understand children
who have problem with sensory integration.
<Error>
1. The goal was not concrete and children's
context was ignored.
2. Indefinite assessment focused on
performance factor.
3. OT could not provide feedback rapidly.
<Learning>
1. Need to definitize again what the teacher want
from OT.
2. Need to discuss about difficulties focused on
occupational performance in school.
3. Need to search ways to provide fast feedback.
Which part do you need some help from OT?
I want to know what I can do for 5 children who feel
difficulties in class.
We will observe your class first and give you some
advices (as OT)
1. Three OTs visited school 4 times irregularly and observed 5-6
children at a day.
2. After observing school life(class attitude, play, peer relation etc.),
OT prepared documents.
3. OT made suggestions about environmental modification, helpful
activities for the children.
Suggestion 1. For a child put her thumb in her mouth often → Having her eat
or chew textured food like nuts.
Suggestion 2. For a child who is late to follow class because too many stuffs
on her desk make her workspace small → Coaching how to organize her space
using basket or bag.
Suggestion 3. Always opened door disturbed organizing children after start the
class → Closing door when the start bell ring and make noisy child to close
door.
Trial Ⅰ. Second semester of 2013
OT
OT
T
OT
OT
Suggestion 1. OT judged that environmental factors that she couldn't have enough play experiences and
enough care of family in her early years effected her performance. → OT suggested after school class and
parents education.
Suggestion 2. OT gave an interview to the child's mother because she was suspected sensory integration
problem → OT explained and suggested sensory integration therapy to her mother.
Suggestion 3. OT suggested some tips for physical education class such as adjusting grade of difficulty,
enough warming up activity before tough activity, calming down activity as finish like stretching, deep
breathing.
Trial Ⅱ. First semester of 2014
Trial Ⅲ. Second semester of 2014
We three OTs are going to visit one a month each
and observe one child a month. And then we will
give you feedback after our discussion.
I have a child who has difficulty to participate in
class, so I want to help him/her. But I don't know
how to help
Which part does the child feel difficulty? Is there any
other problem in the child's ordinary time except
class? How does her/his parents understand about
the child?
1. Three OTs observed one child who teacher requested.
2. OT discussed about the child's difficult and made a document of
clarified reason and intervention methods, then provided it teacher
3. After teacher applied the methods, she shared changed pard of
child and requested extra needed part.
Some proceeding
results

22. 지석연 Seokyeon Ji
Transformation from the Encounter between
Occupational Therapists and Teachers to Collaboration
Yunkyeong Choi *, Heejin Jung**, Seokyen Ji*
* SISO
** Oh Eun Young Academy
Introduction
This study sought to organize the contents of the analysis administered on the change in the students’ task performance using top-down approach via Occupational Therapy
Intervention Process Model(OTIPM) as the occupational therapists and teachers collaboration by occupational therapists’ visiting to natural school environment. Moreover,
difference in the occupational therapists and teachers’ perception of students is discussed, and reason for the need for collaboration through improvement of perception is
identified.
Method
▪ Participation Period : 2014. 03 – 2015. 02 (first/second semesters)
▪ Participation Subjects : 24 members in the Class 3 of the OO Elementary School’s first grade in Guri, Gyeonggido, teacher, two occupational therapists
▪ Collaboration Process :
Conclusion
Teachers and occupational therapists’ collaboration served as an opportunity for sharing and understanding each other’s perspective, and they felt the need for collaboration to
ensure students’ happy and active participation in school life. For further study , it is needed to persist case studies and research in regular and natural school environment with
occupational therapists and teachers’ collaborative relationship.
Group
Individual
student
Teacher OTs
Result
Some proceeding
results

23. 지석연 Seokyeon Ji
Occupational Therapists
working with teacher in the Classroom
• Developing own knowledge
• Developing awareness OT’s typical
role
• Remediation ==> Compensation
• Individual ==> Organizational

24. 지석연 Seokyeon Ji
Thanks to Teacher - OT’s
Collaboration Group working 2015-2016 (1.0)
Teachers Occupational Therapists
Choi, Eunjoo
Kim, Hyeyoung
Ryu, Jiin
Cho, Mikyung
Kim, Younghwa
Lee, Hyunjoo
Shim, Eunjoo
Han, Yunseok
Choi, Hunah
Ji, Seokyeon
Kim, Yumi
Kim, Myeongsun
Choi, Kangmi
Yu, Aeri
Paeng, Hanna
Kang, Eunsun
Park, Saerom
Park, Hoil
Hong, Eunho
Wang, Bohyun
Ham, Chorom
Ahn, Hyewon
Son, Seunhyo
Hong, Minkyung
Jung, Heejin
Park, Jihoon

25. 지석연 Seokyeon Ji
Current challenges
●We still need to know other discipline’s
professional role
Teachers tend to consider OT has strength of
emotional control, and strong mind ==> not by
strong emotion, but by considering individual
children’s occupation
OTs tend to consider Teacher has individual
understanding of each students by personal
factors ==> more professional in group/class task
design and manage for learning objectives

26. 지석연 Seokyeon Ji
Continuing Teacher - OT’s Collaboration Group 2.0
Keep Going!

27. 지석연 Seokyeon Ji
Our Next Discussion
Individual / Personal
Organizational / Systemic
Need to
Rearrange
Need to
Act

28. 지석연 Seokyeon Ji
Thank you for your attention
with warm heart!