The experience of early intervention from the perspectives of parents, educators and therapists participating in the Irish government cross departmental therapy in schools demonstration project

Abstract

The Irish government launched an in-school therapy project in 2018 as part of an overall aim to help every child reach their potential. The purpose of this innovative project is to test a model of tailored therapeutic supports that allow for early intervention in terms of providing speech and language therapy and occupational therapy within educational settings. This qualitative study explored the experience of the therapy in school project from the perspectives of the three groups of participants. This project is novel in an Irish context and will create opportunity for therapists and educators to collaborate and improve outcomes for children. The findings of this study reveal a limited understanding of the model applied in this project and differing expectations of the project from the participants. The lack of understanding about the tiered model applied has resulted in frustrations within the participant groups. The findings indicate a need for clarity regarding the integration of health and educational services within this project. The parents and educators were more aware of the traditional model of delivery of therapy service and confused by this new tiered approach. The therapists identified a new role within this project which they embraced. The findings also evidenced an embryonic level of collaboration and teamwork among the professionals and parents, despite a positive disposition to the project. The findings of this study will add to the knowledge and provide learning from the perspectives of the three participant groups which could inform the extension and roll out of the project as planned by the Irish government.