Occupational therapy international · 2026
Experiences of Teachers and Occupational Therapists in Identifying Activity Problems Among Primary School Students With Developmental Difficulties in Indonesia: A Focus Group Interview.
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Ashari Putri, Renhoran Cahya Ramadani, Komariyah Dwi Ayu Nur, Ishibashi Yu
Аннотация
BACKGROUND: An interprofessional approach integrating the perspectives of teachers and school-based occupational therapists is crucial for identifying and addressing complex activity problems among students with developmental difficulties. Nonetheless, the process through which professionals jointly perceive and describe these problems remains underexplored in Indonesia.
OBJECTIVE: This study is aimed at describing the experiences of Indonesian teachers and occupational therapists in identifying activity problems among primary school students with developmental difficulties.
METHODS: This descriptive qualitative study included 15 participants (seven teachers, one assistant teacher, and seven occupational therapists) who were purposively sampled and invited to participate in four online focus group interviews. Data were analyzed using inductive content analysis supported by member checking, peer debriefing, and an audit trail to ensure trustworthiness.
RESULTS: Two primary descriptive themes were identified as follows: (i) "holistic approaches to the management of student activity problems" and (ii) "students' functional participation challenges at school." The participants perceived those restrictions on students' participation in expected activities resulted from the dynamic interplay between student capacities and contextual environmental constraints.
CONCLUSIONS: These findings underscore the value of integrating diverse professional perspectives to capture the complex, transactional nature of students' functional participation challenges in educational environments. School-based occupational therapy practices should adopt holistic, collaborative approaches that empower school personnel and align with each school's context. Further studies are necessary to develop contextually relevant assessments, protocols, and support programs addressing participation restrictions in Indonesian school settings.
OBJECTIVE: This study is aimed at describing the experiences of Indonesian teachers and occupational therapists in identifying activity problems among primary school students with developmental difficulties.
METHODS: This descriptive qualitative study included 15 participants (seven teachers, one assistant teacher, and seven occupational therapists) who were purposively sampled and invited to participate in four online focus group interviews. Data were analyzed using inductive content analysis supported by member checking, peer debriefing, and an audit trail to ensure trustworthiness.
RESULTS: Two primary descriptive themes were identified as follows: (i) "holistic approaches to the management of student activity problems" and (ii) "students' functional participation challenges at school." The participants perceived those restrictions on students' participation in expected activities resulted from the dynamic interplay between student capacities and contextual environmental constraints.
CONCLUSIONS: These findings underscore the value of integrating diverse professional perspectives to capture the complex, transactional nature of students' functional participation challenges in educational environments. School-based occupational therapy practices should adopt holistic, collaborative approaches that empower school personnel and align with each school's context. Further studies are necessary to develop contextually relevant assessments, protocols, and support programs addressing participation restrictions in Indonesian school settings.