Policy Implications

The two year implementation and evaluation study of the Partnering for Change Model resulted in important findings that may inform decisions regarding provision of services to children with special needs in school settings. The policy implications that emerged are clustered around five themes: implications of key findings; implementation of the P4C service model; relevance to the Ontario Special Needs Strategy; relevance to Inclusive Education; and future directions for research.

  • Partnering for Change is an evidence-informed model of service delivery: the evidence to date supports expansion of this model for all children with special needs and by other rehabilitation professionals.
  • Implementation of a new model of service delivery, to replace a long-standing model, requires time to transform thinking, build partnerships, change system processes, and develop common language for collaborative communication.
  • The Ontario Special Needs Strategy is designed to eliminate the silos between health and education and provide more seamless access for families: Partnering for Change provides a bridge between health and education for children with special needs.
  • The P4C therapists are a potential resource for educators and schools who are moving toward more inclusive classrooms.
  • The P4C service that was delivered was consistent with the principles of the model and its goals were achieved: some aspects will require further research.