This work was supported by a grant from Shalem Fund
The study examined the effectiveness of a training program for developing ״change agents״ among 15 occupational therapists and physiotherapists in special education, to promote participation-focused intervention for students with disabilities. The program (30 academic hours) led to the development of 13 systemic initiatives in various educational settings (mean score 90.12/105). A significant increase was found in participants' perception of their abilities in change agent role components, specifically in ״knowledge managers״ and ״capacity builders״ dimensions, and significant change in implementing strategies for initiatives at micro, meso, and macro levels. Participants progressed in self-perception regarding their role as change agents from ״I cannot״ to ״we are doing,״ while consolidating professional identity as change agents. The research demonstrates a feasible model for bridging the gap between research and practice in promoting participation of students with disabilities.
Keywords: Participation, change agent, knowledge translation, occupational therapy, special education, P-KT roadmap